Strategic Planning Stakeholder Input Summary STAKEHOLDER INPUT SUM… · Strategic planning is the...

April, 2015

[4.14.15 Discussion Draft]

Prepared by:Amy Main Morgenstern, Main Stream Enterprises, and

Amber Young, Cypress Research Group

Strategic Planning Stakeholder Input Summary

2

Table of Contents

CHUH STAKEHOLDER INPUT SUMMARY

I. Introduction, Purpose, Methodology & Summary Structure 3

II. Who We Heard From 7

III. Key Messages 9

Detailed Findings:

IV. What Distinguishes CHUH 20

V. Success Defined for Students & for the District 24

VI. Most Beneficial Student Experiences: What Best Supports Student Success 34

VII. Ways District Can Support Success of Parents, Teachers/Staff, Community Members & Partners 49

VIII. Most Beneficial Professional Development Opportunities 58

IX. Ways to Strengthen a Sense of Camaraderie, Respect & Culture of Collaboration 66

X. Schools as a Community Center 74

XI. Priority Challenges / Concerns to Address 84

XII. Strengths Upon Which to Build 90

Appendices:

• A: Detailed Description of Group Participants 97

• B: Additional Group Comments 104

• C: On-Line Summary of Comments – Prepared by District See Under Separate Cover

3

I. Introduction, Purpose, Methodology

& Summary Structure


4

Introduction & Purpose

Strategic planning is the process of making informed decisions about future direction and priorities.

For the Cleveland Heights-University Heights School District, it is a good time to consider the schools as a whole,

to set a limited number of measurable goals, and to determine how best to achieve them.

Hearing and benefiting from the perspectives of an array of stakeholders is key to the planning process.

This summary presents what was heard from a total of 1,834 Cleveland Heights-University Heights School District

(“CHUH”) stakeholders who took the time to provide their thoughtful input in facilitated group discussions and

through an on-line survey the District conducted.

What follows is a detailed summary of what these stakeholders relayed. Students, parents, teachers, staff and

administrators, alumni, community partners and members, shared their views about the following:

1) What Distinguishes CHUH

2) Success Defined for Students & for the District

3) Most Beneficial Student Experiences: What Best Supports Student Success

4) Ways District Can Support Success of Parents, Teachers/Staff, Community Members & Partners

5) Most Beneficial Professional Development Opportunities

6) Ways to Strengthen a Sense of Camaraderie, Respect & Culture of Collaboration

7) Schools as a Community Center

8) Priority Challenges / Concerns to Address

9) Strengths Upon Which to Build


5

Methodology

Members of the Strategic Planning Committee helped to identify questions posed during the following phased

approach to soliciting stakeholder input:


Mostly open-

ended questions

posed during 8

small group

facilitated

discussions

conducted by

planning

consultant Amy

Main Morgenstern

Based on what was

conveyed, response

options created for more

specific feedback

More close-ended

questions posed during

a large community

group discussion and

mostly closed-ended

on-line survey input

Parents of CHUH students (2 sessions)

Parents of Non-CHUH students (live in District

but send children elsewhere)

Students

CHUH Staff and Administrators

CHUH Teachers

Community Partners

Mix of Community Members

One large community gathering

On-line surveys conducted by District:

Parents, Community members

& Alumni

Students

Teachers & Staff

6

Summary Structure

Quantitative responses were measured and are shown in graphical form using % of total stakeholders

responding on-line plus those who provided quantitative responses during facilitated discussions.

Note that not all discussion participants did so, thus the difference in the number of quantitative group

participant responses.

“Top Two Score” shows the combination of ‘Extremely’ & ‘Very’ responses, ordered by % ‘Extremely.”

This score is generally used to compare and highlight relative ratings. Where distinctions are

noteworthy, they are highlighted in tables showing responses from different types of stakeholders,

most of whom responded on-line.

Qualitative comments (responses to open-ended questions) are presented in the following ways:

1) Discussion group comments similar in nature were summarized and grouped together. Those mentioned

most often are presented in bold headings with comments showing stakeholders’ exact words. Single

comments are included when space allows. (n=#) shows the number of mentions by bold heading.

2) On-line comments are primarily shown in the summary the District produced - see Appendix C under

separate cover. Included in this summary are examples of challenges/concerns and strengths to build upon.

3) To further illustrate what was heard, a more extensive list of group quotes is included in Appendix B.

These findings can be reviewed in a couple ways: via a quicker “executive summary” by reading:

(1) the “Key Messages” and only the orange-bordered text boxes with bold summary points, or

(2) through a more detailed analysis of the quantitative & qualitative tables and comments, including in

the Appendices.


7

II. Who We Heard From


Facilitated Discussion Participants

7%

On-Line Participants

93%

8

Who We Heard From

Number & Types of Participants, As a % of Total

Who We Heard From (n=) % of Total

Facilitated Group Discussions* 126 6.9%

CHUH Parents 23 1.3%

Parents who send kids elsewhere 8 0.4%

CHUH Staff & Teachers 26 1.4%

Partners & Community Members 18 1.0%

Students 12 0.7%

Large Community Gathering 39 2.1%

On-Line 1,708 93.1%

Students 875 47.7%

Teachers/Staff 523 28.5%

Community (includes parents & alumni) 310 16.9%

Total 1,834 100.0%

Students48%

Teachers/Staff 28%

Community17%

Facilitated Discussions

7%

A total of 1,834 stakeholders shared their views: most (93%) via the on-line survey.

Students make up the largest proportion, followed by CHUH Teachers & Staff, and then “Community”

members which for purposes of this Summary also includes Parents and Alumni.

*See Appendix A for a detailed description of Group participants


9

III. Key Messages


10

What Distinguishes CHUH

The opportunity to learn about and with students from different racial, ethnic, economic, family

and experiential backgrounds is highly valued, as is the variety of quality academic &

extracurricular offerings, arts being the most frequently mentioned

This wonderfully diverse community of students, parents, residents, businesses and

surrounding organizations and amenities all contribute to the varied nature of CHUH’s

educational experience and ways the District does and can, prepare students to pursue paths

they may never have imagined

Notable are the District’s dedicated teachers and innovative instruction, as well as how District

faculty and staff support students’ differentiated learning styles and social emotional needs

Parent involvement is an asset

Neighborhood schools create a sense of community

The above said, several of the very things that positively distinguish this District also evoke

constructive detractors who note that the diversity of the schools does not match the

residential population; that CHUH must grapple with urban issues as a suburban school

system; that breadth and depth of offerings can also impede being focused and doing certain

things really well

This increasingly diverse District has myriad demands to address and student, parent,

teacher / staff, resident and broader community expectations to meet

Key Messages


11

Success Defined for Students & for the District

Stakeholders conveyed that while success looks different for every student, it starts with

students being motivated, engaged and excited to learn

There is a keen appreciation that social and emotional skills, academic and personal attitudes

and behaviors such as self-confidence, persistence, critical thinking, time management,

relationship development and communication, all are critical success factors

Graduating high school in 4 years prepared with the content knowledge needed to enroll and

succeed in college or post-secondary career training and the extent of involvement in extra-

curricular activities, are additional ways stakeholders gauge students’ and the District’s

success

In isolation, mandated state report card measures are not thought to be particularly helpful

metrics of student and District success, however stakeholders recognize the influence these

and other test scores have on the District’s standing in the community and in comparison to

other schools

Stakeholders are vehement in their views about testing: they believe it is “out-of-control” and

needs to be reined in. They are very concerned about how testing has adversely affected

teachers, teaching and learning

Key Messages


12

Most Beneficial Student Experiences: What Best Supports Student Success

Just as there are many ways to define student success, stakeholders conveyed there are innumerable

experiences that contribute to their success

Among the 16 student experiences rated, six were considered by 70% or more as ‘extremely’ or ‘very’

beneficial: support for students who learn differently (note that this was broadly interpreted as supporting a

variety of learning approaches and styles); AP & Honors courses; college entrance support; arts; athletics;

and career technical education

Every high school student graduating having taken one college course and IB were the only two considered

by less than 50% of stakeholders as ‘extremely’ or ‘very’ beneficial

Interesting, while students consistently rated the 16 experiences as less beneficial than teachers & staff and

community members, the one experience they rated more highly than others was every high school student

graduates having taken one college course

As anticipated, stakeholders did not like being asked to help prioritize the list by selecting just one top

priority. Many chose not to do so

Among those who did, the three most often selected: Support for students who learn differently; Athletics;

and AP/ Honors Courses

Participation in community service, foreign languages and academic competitions were selected least often

Dozens of stakeholders selected “none” of the 16 experiences. Among their comments were that these

were mostly “programs” offered primarily at the high school level, adding that it is great teachers and

instruction, and academic excellence for everyone starting at the elementary level, that really matter

When small group participants were asked what the District should ‘stop doing,’ starting new programs

every year was most often mentioned. There is a call for focus and consistency, as well as continuity and

connections among levels and buildings. Students want the District to stop talking about discontinuing

certain AP courses and involving uncommitted students in AP classes

Key Messages


13

Ways District Can Support Success of Parents, Teachers/Staff, Community Members & Partners

Parents who commented on what success looks like for them noted being a good partner with the schools,

involved, and a comfortable advocate for their children. They want to set expectations and support their

children’s learning. Parents also want to inspire their children, instill ideas and serve as good role models

Parents suggested a range of ways the District can be more supportive of them, from better IEP planning

and re-organizing the gifted program to make it more available, to sharing curriculum and ensuring all

parents across the District receive the same information and communication

While District newsletters are informative, a desire for better communication using myriad modalities was

repeatedly recommended

Stakeholders also addressed the District’s changing demographics and need to adapt to students’ needs.

One suggestion is for the District to play a larger role in Preschool education & kindergarten readiness

Parents who send their children to other schools, local businesses, and partners, all want to be welcomed

and invited to contribute to the District’s success. Students want this too. Community members want to be

passionate Ambassadors – they want the District to invite and support them in doing this effectively

Most mentioned reasons non-CHUH parents send their children to other schools: “distracting” student

behaviors; segregation of high achievers and lower expectations for students of color; sending kids across

the District instead of having every neighborhood school offer the same excellent education and learning

opportunities. Another reason is more personal: for some, faith-based education is a family tradition & value

During facilitated discussions stakeholders spoke at length about ways schools, parents and external

partners can and should work more effectively together. Repeatedly noted was a wealth of community

resources available, and the community’s strong desire to assist students and the District

What is thought to be currently lacking is effective use of partnerships. There is a strong call for both a

dedicated District champion and coordinator. CHUH schools need to be clear about what they are seeking

to accomplish through collaboration. Connections need to be re-established and maintained. Views are

that the District is missing opportunities and not maximizing available community assets and resources

Key Messages


14

Most Helpful Professional Development Opportunities

Ten different professional development opportunities were described on-line. A subset of

them were discussed in small groups. Only Instructional Technology Training and Google

Classroom was viewed by at least half of District teachers and staff as ‘extremely’ or ‘very’

beneficial

Two others were considered by > 40% to be helpful: MSAN and Common Core State

Standards

When asked which one the District should set as its #1 priority to best further student

success, the three most selected opportunities were: CCSS (Common Core State Standards

Initiative); Instructional Technology; and Classroom Management (CHAMPS)

When asked which CHUH PD experience the District should ‘stop doing,’ International

Baccalaureate (IB); Ohio Improvement Process Training; and Think Gate and assessment

training in general, were most often chosen

District teachers, staff and administrators shared several suggestions to make PD

experiences more relevant for everyone: Start with understanding what is needed rather than

impose compliance driven “boxed” one-size fits all approaches; re-work Teacher Based

Teams (TBT); Provide back end support for implementation; Employ Peer-to-Peer learning to

draw upon talented teachers and staff and encourage connections and interaction

Less than 1/3 of teachers and staff are very familiar with the state professional development

standards and requirements

Key Messages


15

Ways to Strengthen a Sense of Camaraderie, Respect & Culture of Collaboration

No one thing provides a ‘silver bullet’ for strengthening a sense of camaraderie, respect and

culture of collaboration - this takes a variety of efforts on multiple fronts

Suggestions most often selected were: Engage older students as mentors for younger

students; Consistency in leadership; Build collaborative relationships and joint efforts among

and between all school levels: elementary, middle and high

Others suggestions: Offer the same opportunities for students at every elementary and middle

school; Encourage parental and community involvement around ways they can contribute to

students’ and schools’ successes; Hold everyone responsible and accountable: students,

teachers, administration, parents, the School Board

Different types of stakeholders selected particular approaches: students more often selected

being mentors and recommend expanding diversity of students participating in honors and AP

classes; Community most often selected offering the same opportunities for students at every

elementary and middle school and clearly & candidly communicating throughout the

community what’s working well and what isn’t; Teachers/Staff more often selected

consistency in leadership and sticking with curricular and programmatic choices so there is

continuity over time

It was also suggested that CHUH address biases and hold students, teachers, staff,

administration, parents, and the School Board, responsible for actions and results

Key Messages


16

Schools as a Community Center

70% of stakeholders think it would be helpful for the District to further explore ways the community might

best support the provision of before and after school extended services (often referred to as “wrap-around

services”) and for schools to also serve as a “community center” whereby schools would – often through

partnerships - provide wrap-around services and social-emotional support for students who may not be

receiving them at home or elsewhere

Wrap-around services most helpful for the District to provide start with: student tutoring (53%), parent

support (41%) and mental health services for students (40%)

Four additional services were selected by > 30% of stakeholders: preschool, college bound support,

transportation, and support re: career options

Community and teachers/staff most often selected student tutoring in every subject; teachers/staff also

more often chose mental health services for students

Students more often selected support regarding college-bound options and transportation to and from

school activities

While some cautioned that the District should avoid taking on too much and suggested first mapping and

deploying what is already available, there is a lot of enthusiasm for partnering with others to among other

things: develop students’ social & emotional learning (SEL); provide parent support and adult education;

make mental health & medical care available; offer opportunities for community members to enjoy activities;

engage University Heights residents

When asked to identify with whom the District should partner, many entities were suggested, with Cleveland

Heights Community Center cited most often, followed by nearby colleges & universities and local hospitals

(Cleveland Clinic & University Hospital specifically)

Key Messages


17

Priority Challenges / Concerns to Address

Many comments echo what stakeholders previously conveyed about:

Academic Achievement & Expectations

Student Services and Support

Student Expectations & Behaviors (bullying, fighting, general safety, attendance, lack of

respect for authority)

Continuity & Cohesion Across the District & Equity of Schools

Excessive Testing

PR and Communicating With the Community About Schools

College/Career Preparation

Diversity/Closing the Achievement Gap

Fiscal Responsibility

Communication & Relationships Within Schools

Ways to Address Budget Constraints:

Focus and clearly define District needs

Make the case to private philanthropy & public funders about how investments produce results

Cross-pollinate among schools’ strengths

Utilize the existing community assets and resources partners bring

Get businesses involved

Key Messages


18

Strengths Upon Which to Build

Stakeholders want to build upon the following strengths:

Diversity / School Culture

Arts

Academic Excellence

Quality Teachers & Support for Them

Student, Parent, Family and Community Engagement

Variety and Strength of Course & Extracurricular Offerings

Communication to Spur More Awareness and Support (within buildings/throughout District

and Community)

Consistency and Continuity of Leadership and Curriculum

Technology

Supportive, Passionate Culture & Sense of Community

Parents

Students

Heritage of Leadership in Education

Key Messages


19

Detailed Findings


20

IV. What Distinguishes CHUH


21

What Distinguishes CHUH

Please comment on what distinguishes CHUH schools and the student experiences offered from other types of schools and offerings (private, charter, parochial, home-schooling):


What Distinguishes CHUH Schools Group Comments

Student & Community Diversity

(n=28)

Exposure to a great variety of ethnicities, values, beliefs and culture expands students’ experiences

and understanding; Celebrate differences; have greater tolerance; Are more open, learn not to make

assumptions; Experience of diversity varies depending upon student grouping, tracking and

expectations; Diversity of whole community – you can find everything here;

Diversity prepares students to be productive in the world

Outstanding Arts & Music (n=27) Excellence in the arts, are valued, enable child; Men’s Barbershop #1 in state and #2 in country

Breadth and Quality of Course &

Extra-Curricular Options (n=21)

Size & resources support a great number and myriad types of academic and extra-curricular student

opportunities from arts and athletics to science, clubs and student exchanges; connected learning

programs; CHUH has lots to offer, students have lots (of specials) to pick from

Nature of Community & Its Support,

Partnership with the Schools (n=10)

Community and public resources are supportive of schools; Helps you be an engaged community

member and feel ownership; Schools are open to organizations supporting youth; Progressive,

inclusive community; the “vibe” in CH draws people; Every person in district is welcome

Teacher Quality & Commitment to

Students (n=8)

Student/teacher relationships; Diversity of teachers, and level of instruction;

Dedication of high quality, exceptional teachers

Social Relationships & Connections

(n=7)

Sense of responsibility to one another; inter-relationships; Concept of “Tiger Community;” At the

same time there is a high level of transiency

Student Support Services (n=6) Support centered groups – MSAN, Leading Ladies, counseling/social workers – students need & get

emotional as well as academic & technical support (they may not get at home)

Parent Involvement (n=4) PTAs are incredibly strong, a big asset; Parents are highly (sometimes overly) engaged

Involved parents get what they want for their kids-customer service

Proximity to Cleveland & University

Circle, Community Amenities (n=4)

Cain Park, Coventry; Great year-round activities, community amenities

Also, “urban” issues in this suburban district

Neighborhood-Based Schools (n=3) Create a sense of community

Professional Development

Opportunities & Involvement (n=3)

More new teacher support provided here than elsewhere; Opportunities for teachers to be heard,

involved (don’t always listen to what teachers say but are asked)

Great Students, Their Ability to Be

Themselves (n=2)

Amazing kids; Enduring legacy of student success

Give our students world class opportunities and celebrate them – Large Group

Expert level teachers who have buy in and help kids get there – Large Group

Early college – for encouraging kids to go to college who might not normally go – Large Group

Neighborhood schools create a sense of community – Large Group

Social economic issues are pervasive in our community, sometimes have an impact on our ability to function in our

roles-something we should look at as a core of what is going on in our system – Large Group

Arts have been my daughter’s saving grace – music was incentive for her to do well, stay on top of everything else

so she could do what she loved (music). She knew that she was not able to go to MSSP if she was not on top of

stuff in class – CHUH Parent

Never seen this level of parents in buildings at all times. Very invasive. Don’t parents trust what’s going on in

buildings unless they are there providing supervision? Do they stop going when the kids get a little older? – CHUH

Parent

Heights does have the music and arts - you will not get that at other places. But you will not get the IB you get at Ed’s

or the community service you get at Ignatius –Non-CHUH Parent

Lot of good teachers, committed, care – can’t always say that in all districts I work in –Community Partner


What Distinguishes CHUH (Illustrative Quotes)


Continued…

22

Amazing kids – not entitled; not like other students that I service – unique, kind, giving & world minded people, they

are astounding –Community Member

Parents who know how to navigate the district – those kids get a high quality education and are ready for life –

Community Member

Experiencing what many larger, urban districts deal with - need to find a way to keep students here –Community

Member

Provide more services and range for students – comes from having so many students – small private school might

be great but they are not getting the same diversity of people and experience I get – Student

Considered (going to a) private (school), one thing that kept me here: large sense of community here – surrounding

community, business, people who live here, care about us and the schools – Student

CH has a reputation as being an inclusive community, look at makeup of school-does not match our residential

population, try to be everything to everybody and not sure we do that well – can’t focus on what’s important – starts

with high quality education – need to engage kids and connect them with an adult that likes them and wants to help

them be successful – resiliency – Staff/Admin

Giving new teachers support that you need, other places don’t do that – Teacher

We are innovative – but we don’t stay with it long enough to yield rewards – always cutting edge though – Teacher

CHUH STAKEHOLDER INPUT SUMMARY 23



Continued…

24

V. Success Defined for Students & for the District


25

Student is Successful When s/he …

The CHUH District’s current vision is P.A.S.S.A.G.E.: “Preparing All Students for Success in A Global Economy.” In your opinion, a student is successful when s/he: (Choose up to 3)


Student is Successful When s/he … Total

(n=1,595)

Teachers/

Staff

(n=445)

Students

(n=849)

Community

(n=301)

Is motivated, engaged and excited to learn 66.7% 65.6% 62.9% 79.1%

Has critical thinking and problem-solving skills 59.4% 75.1% 47.2% 70.8%

Has time management, organizational and communication skills 57.0% 62.2% 59.5% 42.2%

Is prepared for a career and/or college 50.1% 40.7% 58.8% 39.5%

Is connected and contributes to the community in which s/he lives 21.1% 23.8% 18.5% 24.6%

Other (please specify) (See Appendix C for “Other” on-line responses) 6.1% 5.8% 6.2% 6.3%

67%59% 57%

50%

21%

6%

0%

20%

40%

60%

80%

100%

Is motivated, engagedand excited to learn

Has critical thinkingand problem-solving

skills

Has timemanagement,

organizational andcommunication skills

Is prepared for acareer and/or college

Is connected andcontributes to the

community in whichs/he lives

Other (please specify)

Total Online Respondents Only (n=1,595)Multiple Responses Accepted (will not total to 100%)

Students are successful when motivated, engaged & excited to learn – Community (parents) emphasized this.

Teachers more often selected critical thinking & problem solving as well as time management, organizational &

communication skills.

Students more often chose being prepared for a career and/or college; critical thinking/problem-solving less so.

Being connected and contributing to the community was least often selected among stakeholders’ top three.

26


What is your definition of student success? A student is successful when s/he…

CHUH STAKEHOLDER INPUT SUMMARYContinued…

Student Success Group Comments

Has critical thinking & problem solving skills (n=33)Prepared, critical thinker – can think outside the box,

demonstrate knowledge

Is prepared for a career and/or college (n=31)Skills to make a smooth transition to the next step in life; Able to

compete in the world after graduation, no matter what next step

is

Has self-confidence, self-esteem (n=30) Values self, has confidence; Has a sense of belonging

Is motivated, engaged & excited to learn (n=25)Students feel engaged in the learning process, ask questions,

excited to learn

Has emotional intelligence (n=25)Able to handle success and failure in life; Show perspective and

perseverance in hard times

Is connected & contributes to the community in

which s/he lives (n=23)Feels connected to / part of their community; Community and

civic minded

Meets his/her own highest potential (n=20)Success looks different for every child; Meet students where

they are, provide supports/structure that allow that student to

maximize their individual potential

Has time management, organizational &

communication skills (n=19)Able to communicate effectively, self-manage, have good

organization and time management skills

Is empowered, self-sufficient, able to function

independently (n=19)Able to live an independent, engaged life

Feels accountable, has a shared sense of

responsibility for actions, successes and failures in

life (n=15)

Able to set their own goals, develop path to achieving those

goals; Understands actions matter

27




Continued…

Student Success Group Comments

Involved in extra-curricular activities (n=12)Participation / achievement in extra-curricular and enrichment

experiences

Exposed to multitude of opportunities, has global

perspective (n=9)Exposed to opportunities that create global awareness,

awareness of choices and opportunities that exist

Graduates high school (n=8) Able to meet requirements, graduate

Academic Achievement (n=7)Grades / GPA are impactful on future choices; One measure of

academic achievement

Able to obtain a marketable skill (n=6) Obtain marketable skill / gainful employment

Satisfied with their education experience (n=5) Student is satisfied with learning environment and content

Enrolls in college or post-secondary career training

(n=4)Actively engaged in college or career training post high school

Completes college (n=4) Success in / completion of post-secondary education

Participates in AP, Honors & post secondary

courses in high school (n=4)Participation in advanced placement coursework

Each individual students achieves measurable

growth year over year (n=4)Value added, measurable year to year growth for each student;

Small successes matter

Receives scholarships / national awards (n=2) Receipt of scholarships, national awards/honors

Student is Successful When s/he … (Illustrative Quotes)



Can’t be measured in one way, social emotional, academic and other, success encompasses all of these

things – Large Group

Value all options, not just college – Need skills that make you employable, have a work ethic – Large Group

Is treated with respect, met where they are with the assumption they can be successful – CHUH Parent

Work in college environment, see students struggle because they don’t have the motivational tools or the

social tools to know how to meaningfully ask for assistance or receive assistance without becoming frustrated

and defensive. That ability to know how to meaningfully partner with people and resources and ask for

assistance and help – CHUH Parent

Kids are competitive with others in the state and nation. Have same opportunities as other communities that

have economic advantage. Able to compete for same jobs and opportunities and scholarships – CHUH

Parent

Is excited to go to school, engaged with learning – Non-CHUH Parent

College preparedness, engaged in the process of learning, understanding how to learn not just memorizing

and spitting it back – Non-CHUH Parent

Healthy relationships with others – not just other peers, also community and staff – feeling a partnership (not

for and against) regardless of age: Want community to see students as potential partners as well –

Community Partner

Continued…




Tools to be self-sufficient in an ever changing environment – Community Member

As a student, you have taken something from all your courses, learned something, not just grades - Student

Takes away knowledge to sustain in the real world, problem solving skills, stand on own two feet – Student

Making a societal contribution– give back to community – Student

I feel successful when people encourage me to follow MY dreams and encourage me to follow MY interests

and talents – Student Online

When we have free time and freedom and have fun interactive activities – Student Online

Learns how to self-manage, organization, communication, time management skills – executive functions

apply no matter what in life – Staff/Admin

Meeting state measures – Staff/Admin

We force kids to make decisions before we know where they are – understanding who they are, and what

they are capable of doing – Staff/Admin

We have stuff in place like AVID – MS students could use that – not all get it and not same building to building

– Staff/Admin

Professional or career prep track. Work/family skills, maturity ability to adapt – Staff/Admin Online

Is a well-rounded human being – Staff/Admin Online

Is an involved member of their community – Staff/Admin Online

Continued…

54%43% 40%

34% 29% 25%13%

6%

0%

20%

40%

60%

80%

100%

Graduates highschool in 4 yrs.

Enrolls in collegeor post-

secondary careertraining within 12mo. of graduation

Achieves at leasta 2.5 GPA in high

school

Is involved inextra-curricular

activities

Completescollege within 4-6

yrs.

Participates inAP, Honors, andPost Secondarycourses in high

school

Not sure / Don'tknow

Other (pleasespecify)

30

Quantitative Performance Measures


Performance MeasureTotal

(n=1,568)

Teachers/

Staff

(n=441)

Students

(n=829)

Community

(n=298)

Graduates high school in 4 years 53.8% 59.0% 48.5% 60.7%

Enrolls in college or post-secondary career training within 12 months of graduation 42.7% 53.3% 32.6% 55.4%

Achieves at least a 2.5 GPA in high school 39.6% 39.2% 42.6% 31.9%

Is involved in extra-curricular activities 33.8% 34.7% 31.5% 38.9%

Completes college within 4-6 years 28.7% 21.3% 35.1% 21.8%

Participates in Advanced Placement (AP), Honors, and Post Secondary courses in

high school24.8% 15.4% 30.9% 21.8%

Not sure / Don't know 12.9% 8.2% 19.3% 2.3%


In your opinion, which of the following quantitative performance measures best gauge students’ and the District’s success? (Choose up to 3)

Total Online Respondents Only (n=1,568)Multiple Responses Accepted (will not total to 100%)

Stakeholders of all types agree that graduating high school in four years best gauges success.

Proportionately, students chose college completion and AP, Honors and Post-Secondary course participation

more than others but college/career training enrollment within 12 months of graduation less often.

19% 25% 22% 12% 14% 9%

0% 20% 40% 60% 80% 100%

5 Extremely Important 4 3 2 1 Not Very Important Not Sure

31

Importance of State and Local Performance Measures

How important to you are state and local performance measures, such as the mandated Ohio Report Card, to gauge District and student success? (Select one)

44% ‘5 - Extremely’ + ‘4’


ImportanceTotal

(n=1,675)

Teachers/Staff

(n=439)

Students

(n=823)

Community

(n=298)

Facilitated

Discussions

(n=115)

5 Extremely Important 18.9% 12.5% 26.1% 12.1% 8.7%

4 24.8% 20.7% 28.7% 21.5% 20.9%

Top Two Score: % ‘5 - Extremely’ + ‘4’ 43.7% 33.2% 54.8% 33.6% 29.6%

3 21.5% 27.8% 16.0% 22.1% 34.8%

2 11.8% 18.0% 4.9% 18.8% 20.0%

1 Not Very Important 14.0% 18.0% 9.4% 21.1% 13.0%

Not Sure 9.1% 3.0% 14.9% 4.4% 2.6%

Total Online & Total Facilitated Discussion Participants (n=1,675)

Less than half of these stakeholders view state and local performance measures as important measures of

District and student success.

Students think the measures are more important than other stakeholders.


Importance of State and Local Performance Measures

How important to you are state and local performance measures, such as the mandated Ohio Report Card, to gauge District and student success?

Importance of State & Local Performance Measures Group Comments

“Importance” is a relative term – measure is limiting but carries

tremendous social weight (n=21)

“Importance” is relative, may not be important as a measure of overall student or

district success but it carries tremendous social weight; Impact property values,

desirability of community to those looking to relocate

Don’t value Ohio Report Card calculation, system is flawed, not

reflective of what is going on in totality in the District (n=17)

Ohio Report Card methodology is flawed, not a good balanced measure of what

is happening in a district in totality; Not a true reflection of district successes and

failures

Not all students test well – not an accurate success measure

for all students (n=11)

Not all students test well, does not accurately reflect the progress and success of

those students who test poorly; Tests are a snapshot measure, kids have bad

days

There are better metrics to gauge educational growth (n=10)There are better metrics that exist to measure student growth (graduation rates,

student engagement, national rankings that focus on multiple measures, not just

a test score)

Some measure of growth / progress is helpful (n=6)Some measure of growth is needed, not sure standardized tests are the right

measure

Not just testing results that impact perceptions of District,

need to have honest conversations about how diversity within

District can lead to negative perceptions within/about

community (n=4)

Testing results are not the only thing that create negative perceptions of the

District; Diversity of District can be a double edged sword; Need to have honest

conversations about race, and combat perception issues around young African

American males

The amount of standardized testing has become excessive

(n=4)

Too much time is being spent on preparing for and taking standardized tests; The

amount of testing needs to be reduced; Takes too much time away from teachers

ability to focus on other aspects of education

Need better communication about what those results really

reflect (n=4)

Perception is reality, while the Ohio Report Card may not be reflective of the true

nature of the schools/students must communicate that effectively; What do the

tests really measure, how are the tests helpful; Look to others who do well with

messaging to negate negative impact of scores

Important from standpoint of resource allocation, impacts

dollars allocated and programs that are offered (n=3)

Determines how state dollars are allocated and impacts what programs /

opportunities are offered so from that standpoint, the scores matter


Importance of State and Local Performance Measures (Illustrative Quotes)


In terms of the District, the State Report Card is regrettable but critical to the District and community success – Large Group

Some testing is OK but they have gone mad with testing now – Large Group

Rated as a two but would rate even lower if it meant teachers could go back to how they want to teach – if they could not

take so much time out of class for testing - Parent

Importance can mean different things – what it means to property values is different than what the importance is to

education - Parent

Embarrassing that we get an F on the report card, get into minutia of report and it’s just one thing that might be driving that

but when you look at surrounding districts they don’t have an F – get that you have good intentions but it’s not working –

Non-CHUH Parent

Measure that matters to me is people that I know that have kids in the system I take their word, based on different schools

and their successes, not the numbers– Non-CHUH Parent

Don’t agree with what’s happening but have to recognize it is happening, state funding is at the heart of that – impacts

neighborhood – goes far beyond what goes on in the classroom; Measures are way too narrow – Community Partner

On the surface it looks to be all academics and test scores but there are other things that have to work in conjunction with

that (attendance, graduation rates) – Community Partner

Like it or not, it is the standard. When you are faced with a lot of places to live, lots of pluses here but I hear “I am

concerned about the schools and you pay a lot of taxes” – when you are making these decisions, you don’t make decisions

based on nuances – Community Member

Tests don’t explain your knowledge fully, people who succeed have so much more even without doing well on testing -

Student

This is not an either or dichotomy – it’s got to be both – it’s a must do – it’s a reality the district faces, necessary but not

sufficient – how do you bring all the things you know to be true to the forefront, the things you think define success –

Staff/Admin

Community measures us based on this – so it’s important – but I don’t see students as a number. I want to empower them,

encourage them that they can (succeed). Not most important – Teacher

34

VI. Most Beneficial Student Experiences:

What Best Supports Student Success


35

58%

51%

51%

49%

45%

44%

42%

37%

21%

25%

24%

24%

28%

28%

19%

29%

8%

10%

12%

14%

15%

13%

16%

17%

3%

3%

4%

5%

5%

5%

6%

6%

3%

2%

3%

4%

4%

3%

7%

4%

7%

7%

6%

4%

3%

8%

10%

7%

0% 20% 40% 60% 80% 100%

Support for students who learn differently

College entrance support for students

Advanced Placement (AP) & Honors Courses

Arts – Performing and Visual

Athletics

Career Technical Education

Preschool Programs

Project-based learning (learning by doing; real-life applications of research)

5 Extremely Beneficial 4 3 2 1 Not Very Beneficial Not Sure

Most Beneficial Student ExperiencesThe CHUH City School District offers a variety of student experiences, and is evaluating certain program initiatives. Please indicate how beneficial you believe the following CHUH

experiences are/will be/have been to students’ (your) success: (Select ONE response for each experience)


Top Two Score Above 65% (% ‘5 – Extremely’ + ‘4’)

Total Online & Large Group Participants (n=1,500)

Many student experiences are considered to be beneficial. More than 70% of stakeholders view 6: support for

students who learn differently*; college entrance support; AP & Honors courses; arts; athletics; and career

technical education as ‘extremely’ or ‘very’ beneficial.

Top Two

Score

79%

76%

75%

73%

73%

72%

61%

66%

*“Support for Students Who Learn Differently” is broadly interpreted, underscoring the appreciation that students have very different learning styles and needs

36

36%

35%

32%

30%

29%

27%

24%

16%

29%

28%

29%

31%

31%

26%

22%

24%

19%

17%

18%

22%

19%

21%

24%

22%

6%

6%

7%

9%

9%

8%

15%

12%

5%

5%

5%

5%

6%

7%

9%

15%

6%

10%

9%

4%

5%

11%

7%

11%

0% 20% 40% 60% 80% 100%

Gifted programming for elementary & middleschool students

Programs that address closing theachievement gap

STEM Curriculum (Science, Technology,Engineering and Mathematics)

Foreign Languages

Participates in community service

Academic competitions

Every high school student graduates havingtaken one college course

International Baccalaureate “IB”

5 Extremely Beneficial 4 3 2 1 Not Very Beneficial Not Sure Top Two

Score

65%

63%

61%

61%

60%

53%

45%

40%

Most Beneficial Student ExperiencesThe CHUH City School District offers a variety of student experiences, and is evaluating certain program initiatives. Please indicate how beneficial you believe the following CHUH



Top Two Score of 65% or below: (% ‘5 – Extremely’ + ‘4’)


Less than 50% of stakeholders view 2: every HS student graduates having taken one college course and IB,

as ‘extremely’ or ‘very’ beneficial.

37

Most Beneficial Student Experiences


Student ExperiencesTotal

(n=1,500)

Teacher/

Staff

(n=413)

Students

(n=759)

Community

(n=289)

Large

Group

(n=39)

Support for students who learn differently 79.1% 89.8% 71.1% 82.7% 92.3%

Advanced Placement (AP) & Honors Courses 74.9% 79.9% 65.3% 90.0% 94.9%

College entrance support for students – selection,

application and financial aid search76.2% 88.4% 63.9% 89.6% 87.2%

Arts – Performing and Visual (instrumental and vocal

music, theater, visual art)72.9% 86.2% 58.2% 90.0% 89.7%

Athletics 72.4% 81.6% 67.7% 71.3% 74.4%

Career Technical Education 72.3% 86.0% 60.3% 81.3% 92.3%

Preschool Programs 61.1% 82.1% 43.1% 75.8% 82.1%

Project-based learning (learning by doing; real-life

applications of research)66.1% 75.5% 54.3% 81.7% 82.1%

Overall, students view these experiences as less beneficial than other stakeholder groups.

Top Two Score Above 65% (% ‘5 – Extremely’ + ‘4’)


Continued…

The CHUH City School District offers a variety of student experiences, and is evaluating certain program initiatives. Please indicate how beneficial you believe the following CHUH


38

Most Beneficial Student Experiences


Student ExperiencesTotal

(n=1,500)

Teacher/

Staff

(n=413)

Students

(n=759)

Community

(n=289)

Large

Group

(n=39)

Gifted programming for elementary & middle school

students64.3% 66.1% 58.4% 76.5% 69.2%

Programs that address closing the achievement gap

(MSAN - Minority Student Achievement Network),

Advancement Via Individual Determination (AVID),

Mighty Males, Ladies of Leadership

62.5% 73.1% 53.2% 69.6% 76.9%

STEM Curriculum (Science, Technology, Engineering

and Mathematics)60.7% 57.9% 54.3% 80.3% 71.8%

Foreign Languages 60.9% 65.1% 53.1% 74.4% 66.7%

Participates in community service 60.4% 79.7% 43.3% 75.1% 79.5%

Academic competitions (Power of the Pen) Civics

(Model UN) Academic Challenge53.4% 64.9% 37.7% 74.4% 82.1%

Every high school student graduates having taken one

college course45.3% 36.1% 54.5% 35.6% 35.9%

International Baccalaureate “IB”: focuses on global

issues and international-mindedness, collaborative

planning and reflection

40.3% 34.9% 36.5% 57.1% 46.2%

Students view graduating HS having taken one college course more highly than others; community members

rated STEM, academic competitions, and IB more highly than other stakeholders.

Top Two Score of 65% or below: (% ‘5 – Extremely’ + ‘4’)

Total Online & Large Group Participants (n=1,500)Continued…

The CHUH City School District offers a variety of student experiences, and is evaluating certain program initiatives. Please indicate how beneficial you believe the following CHUH


11.2%

10.1%

9.8%

8.2%

8.0%

7.5%

6.2%

5.6%

5.6%

5.3%

3.3%

2.8%

2.3%

2.1%

2.1%

0.9%

3.8%

4.9%

0% 20% 40% 60% 80% 100%

Support for students who learn differently

Athletics

Advanced Placement (AP) & Honors Courses

Arts – Performing and Visual

Project-based learning

Preschool Programs

STEM Curriculum

Every high school student graduates having taken one college course

Programs that address closing the achievement gap

College entrance support for students

Career Technical Education

Gifted programming for elementary & middle school students

International Baccalaureate “IB”

Academic competitions

Foreign Languages


None of the above


39

Experience District Should Set as #1 Priority to Best Further Student Success

To help prioritize the above, which student experience option do you recommend the District set as its #1 top priority, to best further student success? (Select one)


Total Online Respondents Only (n=1,444)

Of the 19 large group participants

who identified just one #1 priority

experience, # who cited:

2

0

1

1

4

6

0

0

1

1

1

0

2

0

0

0

Many stakeholders noted that it was not possible (nor should they have been asked) to select just one experience.

Among those who did name one top priority, the three most often selected: Support for students who learn

differently,* Athletics, and AP/ Honors Courses.

Other (please specify) (See Appendix C for “Other” on-line responses)

*“Support for Students Who Learn Differently” is broadly interpreted, underscoring the appreciation that students have very different learning styles and needs

40

#1 Priority Student Experiences


Student ExperienceTotal

(n=1,444)

Teacher/

Staff

(n=408)

Students

(n=751)

Community

(n=285)

Support for students who learn differently 11.2% 15.7% 9.9% 8.4%

Athletics 10.1% 1.5% 18.6% 0.0%

Advanced Placement (AP) & Honors Courses 9.8% 2.5% 13.4% 10.9%

Arts – Performing and Visual (instrumental and vocal music,

theater, visual art)8.2% 5.6% 10.1% 7.0%

Project-based learning (learning by doing; real-life applications of

research)8.0% 14.7% 1.6% 15.4%

Preschool Programs 7.5% 16.7% 1.1% 11.2%

STEM Curriculum (Science, Technology, Engineering and

Mathematics)6.2% 5.6% 4.4% 11.6%

Every high school student graduates having taken one college

course5.6% 2.7% 7.9% 3.9%

Programs that address closing the achievement gap (Minority

Student Achievement, (MSAN), Advancement Via Individual

Determination (AVID), Mighty Males, Ladies of Leadership)

5.6% 10.3% 3.2% 5.3%

College entrance support for students – selection, application and

financial aid search5.3% 3.7% 7.1% 3.2%

Which student experience option do you recommend the District set as its #1 priority, to best support student success? (Select one)


> 5%

Just two experiences: support for students who learn differently and athletics, were selected by more than

10% of stakeholders.

Students most often chose athletics and AP / Honors Courses; Community members emphasized Project-

based learning and STEM, and Teachers / Staff more often prioritized Preschool & Project-based learning.

41

#1 Priority Student Experiences



Distinctions among the following experiences are quite small.

Community (parents) selected gifted programming and IB more than other stakeholders.

Students more often chose academic competitions.

Student ExperienceTotal

(n=1,444)

Teacher/

Staff

(n=408)

Students

(n=751)

Community

(n=285)

Career Technical Education 3.3% 2.9% 4.1% 1.8%

Gifted programming for elementary & middle school students

(includes pullout instruction for those who are identified in grades

3-7 and self-contained gifted classrooms for grades 4-5)

2.8% 1.5% 2.9% 4.6%

International Baccalaureate “IB”: focuses on global issues and

international-mindedness, collaborative planning and reflection2.3% 2.7% 1.3% 4.2%

Academic competitions (Power of the Pen) Civics (Model UN)

Academic Challenge2.1% 0.0% 4.0% 0.4%

Foreign Languages 2.1% 1.5% 3.3% 0.0%

Participates in community service 0.9% 1.2% 0.4% 1.8%

None of the above 3.8% 4.2% 4.8% 0.7%

Other (please specify) (See Appendix C for “Other” on-line

responses)4.9% 7.1% 1.9% 9.8%


< 5%

42

Small Group Comments re: #1 Priority Student Experiences



Priority Student Experiences CHUH Offers Small Group Comments

Arts – Performing and Visual (instrumental

and vocal music, theater, visual art)

Top Two Score: 86%

#1 priority: n=9

Arts is CHUH’s edge; separates this district from other districts; is central to community, helps with

community engagement; as important is what students learn through music & arts – they have to

be on time, prepared; STEM is also #1 priority – add “Arts” and make it STEAM; academics might

be hard for some kids who can be part of arts group, learn group roles; levels the playing field; key

to children mobilizing themselves; so jazzed every year to see the play; draws people in; brings

out artistic, creative side of kids; provides opportunity for scholarships; arts save a lot of kids

AP & Honors

Top Two Score: 84%

#1 priority: n=10

Challenge students, offerings on par with – and better – than others private or public; Not sufficient

understanding or promotion in community of how good these are; helps with college, teaches you

(students) how to deal with stress and work under pressure, want to be sure courses are right for

kids, ensure that they are continued

Athletics

Top Two Score: 77%

#1 priority: n=5

Motivates students; connects community; extension of classroom; second family for lots of kids;

opens doors to scholarships to universities; can transform a kid who is struggling, provides a place

to fit in; motivates students to maintain GPA; athletics save a lot of kids


Top Two Score: 74%

#1 priority: n=3

Very important to give back to community; promotes interaction with others, improves social skills

(which are needed for all students: those who do and do not go to college); connections are made:

students see why they need other things; important for students to know community, their place in

it, community heart; most organic form of learning – from someone not a teacher

Academic competitions (Power of the Pen),

Civics (Model UN), Academic Challenge

Top Two Score: 73%

These competitions are important only if everyone had the opportunity to take advantage of them

STEM Curriculum (Science, Technology,

Engineering and Mathematics)

Top Two Score: 72%

#1 priority: n=9

Pairs with Project-based learning; use STEM labs to help kids become less intimidated by math;

science & tech is hands-on, which kids like; this is where private schools are going, important to

improve students’ mastery of science & math; where life and jobs are going; hits every student,

intersects with teaching & learning with technology, blended learning – why is Boulevard only

school doing STEM? Expand to make STEAM (addition of Arts)

Teaching & Learning with Technology

Top Two Score: 71%

#1 priority: n=8

Is a leveler: provides access to education for everyone no matter entry point; penetrates

everything, is prevalent throughout, used in all other areas and niches; will need technology in the

future, to know how new stuff works; gives kids an edge by exposing to technology; brings world to

kids and kids to the world; lots of students don’t have technology at home but can get it at school

Continued…

Small group participants rated an initial list. Below are their Top Two % Score and number (n) who chose the item as #1 priority.

43





Project-based learning (learning by doing; real-

life applications of research)

Top Two Score: 70%

#1 priority: n=13

Kids learn better, are more engaged and enjoy school more when they experience

hands-on learning, relate to content, something tangible, are involved, complete an

individual or group project; work in collaboration using other skills want kids to learn to

be successful professionals; cross all disciplines across all levels, including ES; apply

to manufacturing, how to make something work; have to give students room to make

mistakes, can’t just be busy work; find ways to make learning relevant, move beyond

worksheets; gets students more invested in their education, applicable to all students

Foreign languages

Top Two Score: 68%

Be able to interact with people from other places in the world, to adapt easily when

traveling

Gifted programming for elementary & middle

school students

Top Two Score: 66%

#1 priority: n=1

If you start a child out the right way in terms of education when they are young & build

that foundation then you get a student who loves to learn and can succeed; before the

bells and whistles, back in the day it was just really good teaching from really good

teachers, no AP/gifted, everybody did well working together; MSSP for vast majority

they want & need that, gives them an avenue within building to do that

Naviance: College entrance support for

students – selection, application and financial

aid search

Top Two Score: 48%

#1 priority: n=7

With only 4 guidance counselors it’s a tool to make their jobs approachable (not

manageable); helps with goals, for young people to see past high school, develop small

steps to reach success, sense of achievement; needs to start in middle school, seems

like it would be a very useful tool; also about career readiness

International Baccalaureate (“IB”: focuses on

global issues and international-mindedness,

collaborative planning and reflection)

Top Two Score: 44%

#1 priority: n=4

Live in global world, need to understand people from other cultures and appreciate

differences; there are multiple examples of this working well in urban populations, used

in other districts with success; can be project-based, is student-responsive; great track

record; strong liberal arts approach, well-rounded education, unifies across buildings

and content; acknowledge incompatibility with performance based grouping

Every high school student graduates having

taken one college course

Top Two Score: 38%

#1 priority: n=4

Opportunity for students who may not have considered, thought post-secondary

education was for them, to experience a college course, the immersion lifts students up,

provides sense of accomplishment; helps students prepare to succeed, need a glimpse

of what next step is like; not all students are college-bound but this helps figure out next

steps whatever they may be

Continued…

Continued…

44





Career Technical Education -WAS NOT ON SMALL GROUP DISCUSSION LIST OF

EXPERIENCES, HEARD ONLY COMMENTS

Kids can be excited about many things; has to be something for everyone; vocational

training is helpful; every kid does not need to go to college, is not college-bound;

prepare for career pathways; needs to be a distinct option; Parma Heights Schools

students work with GM’s automotive section; don’t all enter & exit learning pathways in

the same way

Great Teachers & Effective Learning -WAS NOT ON SMALL GROUP DISCUSSION LIST OF


None of the other options matters absent great teachers and instruction: must teach

fundamentals to be successful, learn how to learn; good teaching from top notch

teachers; need academic excellence for everyone; just start with effective teaching &

learning

Neighborhood Schools-WAS NOT ON SMALL GROUP DISCUSSION LIST OF


Schools built around neighborhoods to be walkable, contributes to value of our schools

especially at elementary level; relates to school pride, having a good reputation

Other:

-Experiences listed lean towards high school kids – most change occurring now is at

elementary level in terms of curriculum and testing; at ES have smaller classroom sizes

-Most of these are “programs” that may or may not appeal to many of our students

-Need family involvement, parent support, parenting classes

-Student councils would be beneficial

Programs that address closing the

achievement gap (MSAN - Minority Student

Achievement Network), Advancement Via

Individual Determination (AVID), Mighty

Males, Ladies of Leadership

-WAS NOT ON SMALL GROUP DISCUSSION LIST OF EXPERIENCES-

Preschool Programs -WAS NOT ON SMALL GROUP DISCUSSION LIST OF EXPERIENCES-

Support for students who learn differently -WAS NOT ON SMALL GROUP DISCUSSION LIST OF EXPERIENCES-

Continued…

45

Most Beneficial Experiences to Support Student Success in Global Economy

The CHUH District’s current vision is “Preparing All Students for Success in A Global Economy”. Please identify what for you, are (have been) the most beneficial experiences, to support

student success in a global economy.


Beneficial Experiences Group Illustrative Quotes

Arts (Performing & Visual Arts)

• In instrument music program – one of strongest music and arts programs here – we are

the top in our small bubble of districts around us – good for giving back to community –

put on musicals, etc.

• Performing arts are so important – in Men’s Barbershop – have a good influence on

community and people like see us, people feel happy when they see us

AP / Honors Courses

Graduate taking one college course

• Honors and any advanced courses – taking 3 classes at JCU and it’s easy because I have

taken AP and honors since MS

Career Technical Education • Took a career tech course, got certifications for what I want to do – can use it after school

Diversity• District is special because we are so diverse – especially when you are in an untracked

class – experience all of the diversity, teaches you so many life skills that are important

Credit Recovery Program• Credit Recovery program - really beneficial. APEX, online course, you can take that

course online the next year if you make a mistake and fail

Delisle Options Center

• Options– very beneficial to people who fall behind and need that help, different

environment, smaller, tend to have kids catch up and graduate early – I went there and

did this, really helped me

According to Students:

Students’ small group comments echoed previous points they made about what distinguishes CHUH (Arts, AP)

and is beneficial.

These students also appreciate career tech, credit recovery and the Delisle Options Center.

46

Most Beneficial Experiences to Support Student Success in Global Economy

The CHUH District’s current vision is “Preparing All Students for Success in A Global Economy”. Please identify what for you, are (have been) the most beneficial experiences, to support

student success in a global economy.


Beneficial Experiences Group Illustrative Quotes

Diversity of courses

• Broad base of classes offered

• Diversity of courses and options –very useful in college and life

• Students have experience that supports their success; they can advance and get

the courses they need without going to private. Languages, math, gifted, etc.

AP / Honors Courses

• HS is strongest; AP courses are excellent – daughter is in college and AP courses

have helped her stay on track

• Didn’t know about all the honors and AP courses that were offered in the district

Arts (Performing & Visual Arts)• Kids have been places, had experiences with arts and music that parents have

never had

IEP Process

• IEP process – children with disabilities; they have modified curriculum and many

teachers are willing to modify teaching to make sure each student gets the best

learning experience

Other• Reaching Heights – Son got scholarship for private music lessons

• Been here 20 years because of belief in district and diversity

According to Parents:

Experiences that parents find most beneficial cut across the variety of courses and programs offered from

languages, math and gifted to AP, Honors and the arts, to the IEP process and music lesson scholarship

Reaching Heights provided.

47

District Should Stop Doing

To help prioritize the above, anything the District should stop doing?


The District Should Stop Group Comments

Starting new programs

every year, and then

changing approach

(n=14)

Board makes these decisions; constantly chasing new this, try that; district takes on too many

things at one time, sometimes multiple competing initiatives, is exhausting for teachers and

everyone else; remain consistent with system we use, will see growth because students will be

used to what we’re doing; we’re like the Browns: “there’s always next year;” “Heights is a place

where programs die;” we pick latest & greatest thing and throw out everything we’ve done in

the past; one year we were going to be a tech school then not; pick one thing, focus on it and

build it as a district; use data and track long enough to see if there are desired outcomes;

simplify approach; worry about quality & effectiveness

Talking about not

having certain AP

classes & involving

uncommitted students

in AP classes (n=7) (All

students)

Need to revamp; bunch of students sign up and drop out, no commitment from students on

this; look at how students are being held to contracts they sign at beginning of year; don’t have

enough students in some AP classes, such as AP Calculus; don’t think it’s about student

commitment - can faculty prepare students for what they’re taking on? AP is different from

Honors: more pressure, boundaries, and have to take AP tests; make everyone fully aware

before committing, being exposed to what AP courses look like; AP not a part of most students’

lives

The disconnect among

programs (e.g., IB),

differences between

levels and buildings

(n=6)

No continuity among each level (e.g., HS & MS science teachers don’t talk, plan continuum);

conflicting programs; IB and performance based groupings don’t agree; pass along kids that

are unsuccessful; nobody knows what’s going on, is accountable; need more continuity with IB

program across all levels, don’t end in MS - can really engage students and help develop skills;

Kids at Monticello do not get the same books or get pushed to higher levels as do kids at

wealthier Roxboro MS; haven’t seen effects of small schools program

Using & adapting

models that do not fit

with our students (n=4)

IB is an example; “the Heights Way” of modifying programs we use does not work; dig deeper

into state initiatives (e.g., college options); Everyday Math curriculum is not right for our type of

kids-high failure rate, expensive curriculum; foundations of learning not being taught

Continued…

48

District Should Stop DoingTo help prioritize the above, anything the District should stop doing?


The District Should Stop Group Comments

Organizing our ‘gifted programming’ as is

currently done (n=3)

Revise gifted programming (MSSP) because it’s tracking and tracking does not work;

schedule is a major issue: self-contained program would work but considered elitist; in MS

students are pulled out of regular class, miss core class; all kids should be privy to what’s

offered in gifted program; not all kids are gifted in the same way; teachers need to be flexible

Gap in communication within and

external to District (n=3)

Find the right vehicles; stop playing defense - create own road for getting message out vs.

having to explain/respond to sensational stories blown out of proportion by others to generate

clicks (e.g., schools & University Heights); drop the ball, terrible at communicating things (e.g.,

what staff needs to know either communicated wrong or not communicated); update and

change external communication with people not in schools - current lines of communication

are used only by parents

Setting retroactive policies (n=3) (All

students)

Tardy policy started by HS Principal: can’t participate in after school programs or prom, makes

things negative; involve students in revising & creating policies through the Student Union

Board; need rewards as well as punishments

International Baccalaureate (“IB”) (n=2) IB does not fit with our population; don’t compete with Shaker; decided to do it, now have to

do it “their way with their forms;” first focus students locally, then to larger global thinking; IB

has been ignored

Access difficulties (n=2) (All students) Can only enter through 2 doors, clogged when trying to get dropped off; getting ride to school

is sometimes difficult, can’t get to class

Top leadership changes (n=2) CHUH has had such churn in contrast to SH’s long-term stability with Superintendent; need

long-term leadership (impressed with new Superintendent)

Testing (n=2) (All parents) Best teachers at ES level are handcuffed by testing

Pulling teachers out of class (n=2) (All

parents)

Is disruptive, damages sense of community especially for kindergarteners; find more qualified

substitute teachers

Unorganized scheduling (n=1) Scheduling at Heights is a problem, not handled well; counselors need to deal with this

Foreign Languages (n=1) Relevant for small group of students

Every HS graduate taking one college

course (n=1)

Slightly out of place, not a priority for all students

Unequal resources and attention given to

some sports offerings (n=1)

Different sports get more attention and resources, football is really overlooked

Having meetings without diversity among

participants (n=1)

NOTE: The community partners discussion was the only session that did not have a diverse

mix of participants: everyone in the room was Caucasian, thus prompting this observation

Continued…

49

VII. Ways District Can Support Success of

Parents, Teachers/Staff, Community Members

& Partners


50

Measures of Success for Parents / SchoolsWhat is your definition of success for you as a parent? As a parent I am successful when …


Success for Parents/Schools Group Comments

Partner well with schools, with

the right balance b/ home &

school (n=16)

Has to be a good connection as a parent, not too many distractions; Want to know you

are partnering well with the school and vice versa; Comfortable advocating for children,

welcomed to do so; Both parents and district want the same outcome for students.

Want parents working on that at home but also trust that teachers are trying to bring

that out in each student; Involvement in building & District activities (committees,

programs, etc.); Learn from leaders or admin above them, those who are in a position

to lead in bldg., accept it

Reduce testing, especially at

elementary level (n=7)

Concentration now is teaching kids to take tests instead of teaching kids to learn;

Testing at elementary level is what causes issues; Son finds 4th grade gifted program

“awesome” because he “learns so much” – they don’t test there

Set expectations, be engaged,

provide resources and exposure

(n=9)

Parents must engage in all aspects of child’s education process; Schools can’t do it all,

parents must provide supports throughout entire process of their child’s education;

Support children’s’ learning; Provide students with what they need to graduate

Provide engaging & enriching

experiences starting in younger

years (n=5)

Elementary school is not creative enough; younger kids can do more than generic work;

At HS level kids are able to enjoy, find themselves through music, art, sports – don’t get

this at younger years

Inspire passion, ideas to build on

strengths (n=6)

Instill ideas about how to live life; Practice what you preach, you have to be doing the

same thing “walk the talk;” Meet each student where they are

Awareness of biases (n=2) Being aware of biases which can impact ability to teach and students ability to learn

51

Measures of Success for Parents / Schools (Illustrative Quotes)

What is your definition of success (for you) as a parent? As a parent I am successful when …


As a dad, successful if I can instill ideas of how to live life, be an authority but also walk that line of closeness, be friends – Parent

As parent of 3, help them figure out what they are passionate about, what their strengths are and help them define success –

district should be a partner in that process – Community Partner

My parents were involved every step of the way and in every step of my education – knew building as well as I did – never a feeling

that school would do everything, parents knew it was part of their job to be involved in my education throughout the entire process.

Also involved when you came home - school didn’t stop – Community Member

What we can do as parents, piece of the deal here – schools are not raising our kids – Community Member

Feel like a lot of people feel OK going through elementary school because it’s just elementary school – starts around 3rd to 4th –

starts to feel a little scary – have had some great teachers at elementary school level – but talk to others – testing here is ferocious

and it’s relentless and it’s not that way in other districts - Parent

Engagement – elementary school is not creative enough, it’s very generic – kids are more sophisticated at younger ages then they

get credit for. One son goes to private school – it’s not a difference in what they are learning, it’s how they are learning it – at

private school they have done nine different projects – makes daughter want that too – CHUH & Non-CHUH Parent

Being able to support what’s going on in school from all aspects (education, emotion, etc.) - want a learning environment that

allows me to depend on the school in a way that helps me support child -Parent

See myself, teachers, administration as a community of life-long learners – always will be challenges, need that respectful giving

mentality to tackle those challenges – Parent

(Stop) Cutting PE, Art, Music – those are the things that round out education - Parent

Tiger Nation, it’s a community, it’s our job to be involved – Staff/Admin

Flexible, willing to adjust or adapt to needs of learners and needs in the environment – Staff/Admin

Empower students to own classroom as well – Teacher

Want to see kids as individuals – I have weakness too, want them to know that I care if they are getting what they need – don’t just

settle that you know it and that’s it – set expectation that I know you can – Teacher

Help make connections among all pieces and parts to put forth to create successful students – making connections, personal

relations, engaging – Teacher

52

Ways For District To Be More Supportive of Parent Success

What is one thing the District can and should do (that it currently is not) to be more supportive of your success as a parent?


Ways To Be More Supportive of

ParentsGroup Comments

Strengthen planning & support for

parents and their special needs

children, those who have an IEP

(n=3)

District does not do well with kids who learn differently; resources to work with special

needs kids are not as extensive as in other districts; System is not picking up special

needs when kids are younger; put into action what is discussed during meetings; provide

PD to teachers; have no idea how child with Autism is expected to navigate MS & HS

Re-organize gifted program (n=3)Should be clearly defined (using data) - students are misidentified as “gifted;” make

available at all schools, not just two ES; could do better

Ensure information is

communicated consistently and to

all parents (n=2)

Some parents get great communication but others in the same grade level, with a different

teacher, do not; there are tools such as “Infinite Campus” for missing assignment scores

that everyone does not know about

Share curriculum (n=2)

Parents need more information about curriculum to teach & support children’s learning at

home; provide overview of curriculum and expectations at curriculum night, set tone for

what child should learn in 6-8 months - this helps parents to work with the teacher

Provide teachers with the support

and resources they need (n=2)

Protect teachers prep time during day; need to resource more staffing so they are not

shared between buildings

Better coordinate scheduling (n=1)Math tutoring schedule interferes with choir rehearsals – are left and right hand talking with

one another?

Provide informative onboarding

process for those coming to HS

from another school (n=1)

Need a point person when entering the system – make it easier. Appreciate nice welcome;

need competent guidance

Provide more transportation (n=1) With numbers of athletes all going to same practices, provide a bus

According to parents, there are several ways the District could be more supportive.

Parents’ Illustrative Comments

Need to support parents (whose children have IEPs) in conversations; don’t feel they are hearing parent

concerns – or it’s ‘yes we hear you’ but follow up does not happen

Professional Development is also needed: support teachers handling these students

Planning (for kids with IEPs) has to be put into place or we will all find alternative environments

While gifted program is a good thing, could do better at defining “gifted” – have pull outs and push ins and no

cohesive definition in ES, MS, HS

Gifted kids get sent to two different elementary schools, this breaks up community – should be at all schools

Board needs to figure out how to work with the data (re: gifted program)

Have had amazing communications – with teachers and across various schools – many ways they

communicate with us, that I am getting information

Can’t get curriculum information in 4th grade unless I go during my work day

Curriculum night is a social gathering

Would have loved someone to be there to help me figure it all out when child entered HS from a Non-CHUH

school (class scheduling, which small school). If you didn’t come from middle school in district you were on

your own. Super nice, welcoming and accommodating but it could have been so much easier


Ways For District To Be More Supportive of Parent Success (Illustrative Quotes)

What is one thing the District can and should do (that it currently is not) to be more supportive of your success as a parent?

54

Ways CHUH Schools & CHUH Communities Can Work Together to Support Success

In what way(s) can CHUH schools and the Cleveland Heights, University Heights and S. Euclid communities work more closely/better together to support the success of our: Pre-K Students;

K-12 Students; K-12 Teachers & Staff; Parents:


Ways to Work More Closely Together

to Support Success of Students,

Parents, Teachers, Staff

Group Comments

Invest in and better utilize external

resources: welcome, be clear about

purpose & strengthen partnerships,

draw upon successful models (n=16)

Need both a dedicated champion & coordinator to attend to logistics of space, time, students to be seen;

break down silos; others are finding solutions (e.g., RapArt, Family Connections, FAST; The

Collaborative); learn from Intergenerational Schools & CMSD; some external supportive student

resources that were once accessible no longer are, remake connections; reach out to get students the

care needed; reduce bureaucracy, provide access

Reach out to and connect parents,

keep them informed (n=11)

Go where parents are, don’t make parents come to where you are; teach parents to get more parents

engaged, to build the support network/connections; many do not know Parent Ambassadors groups

exist, about the MS Board or other programs – better communicate so parents can take advantage;

cross-pollinate when someone is using/doing one thing, highlight other offerings (“Did you know…?)

Welcome, better communicate &

build cadre of community

ambassadors (n=8)

Welcome everyone, including those who do not have children in schools; they want to be active

ambassadors, they appreciate school’s value, the ROI strong schools deliver to home & business

owners; send parent newsletter to feeder schools; reinstitute regular meetings with community councils

and local safety force to jointly address intersections; have opportunities for community use of schools

Address kindergarten readiness (n=7) District has a role in preparing children to enter Kindergarten; have some entering K reading and others

who don’t know shapes; even if you are behind in K can get caught up quickly; many don’t know these

programs exist

Recognize & appreciate changing

demographics, nature of District

students & their families (n=7)

Without judgment, appreciate burden many students face because of where they come from - students

aren’t all the same; kids need to be healthy in school; need District professionals to understand

differences in today’s school population; families who move to District for great education may not know

how to navigate the system; reality is they won’t show up at meetings; there are students without support

at home; ours is not an isolated situation

Engage & support students, make

them part of the solution (n=7)

Older students to teach younger, serve as role models; students need to feel a part; young people give

up in 9th & 10th grades, there’s no support for them, don’t know what they’ll do upon graduating, why

learning matters; teach a trade and soft skills, to be a person, they need to know how to act; know what

transpired in ES, MS & HS to get kids to college level – show productivity, if kids aren’t advancing who is

responsible?

Dedicate resources to expand &

connect internal support services

(n=5)

Make mental health care more available: takes overcoming stigma and ready access; have example at

Roxboro (bullying prevention, substance abuse); need more nurses, counselors, librarians, social

workers available throughout district; provide transportation to wrap-around services; need to approve

levy to have the resources to do this

We focus so much on grades, and looking at academics only – one factor for why no minority students are in AP is they don’t have

other factors fundamentally sound. If your parents don’t push you, or if you don’t have an advocate in life, hard to be successful in

any level of school. Need support for students beyond an academic setting -Student

I don’t have good resources at home, take care of my younger siblings, am responsible for my own success. There are not a lot of

programs to counsel kids, tell (them) they can do this. I know I have things that I have to do now, help with siblings, but I know I

have a future, need to do things to make sure I have that future -Student

Used to have regular monthly meeting with CH safety people, council, etc. to talk about how things intersected in the community,

concerns. Helped us begin to understand that we are inter-connected, created a sense of working together. We touched base on

regular basis. Communication gaps that are existing now were eliminated by that –Staff/Administrator

Live in UH, know there is a value added for my taxes. As a tax payer feel like piranha in the school system because my kids don’t

go there – don’t’ know what’s going on, don’t feel welcome at the school. Only thing (solution) I can think of makes my taxes go up.

We are Tiger Nation because we live here –– you are a home owner– want district to succeed –Community Member

Best investment in terms of redevelopment and restructure is schools – every business on Lee Road is relying on strength of

schools, every home owner. University Heights taxes are very high. This (the schools) is really where we should be putting effort

because it’s smart – there is a return on investment here –Community Member

Need network to draw people in, large number of us who live in district by choice and don’t have children going to schools, and don’t

have connection to the schools – if you pay taxes should have access to schools and facilities regardless – might also engage

people who send kids elsewhere – if it was an environment where people felt that they could come back in evening, be a source of

engagement (would help) – Staff/Admin

Visitors have to swipe license at door, get ID badge – need balance between what’s appropriate connection to community and also

keeping kids safe – Staff/Admin

District as large as this should have a strong adult education program, even senior programing. Brings community into fold.

Mayfield does a good job of this, Solon has peer to peer enrichment for kids on weekends – Staff/Admin

Tiger Nation – all the schools are just one instead of this divide across the district; We are a whole, we are unified – Staff/Admin


Ways CHUH Schools & CHUH Communities Can Work Together to Support

Success (Illustrative Quotes)

Continued…



Additional Feedback from District Community Partners & Members:

Am a non-parent but very passionate about district – there’s a really strong lack of PR to non-parents –Community Member

Clear vision, clarity of mission will make partnerships more possible –Community Partner

Need things to happen in a timely fashion, point person serving in a coordinator role has to be an integrator who knows curriculum

and can see how all the pieces fit together, where to bring in the needed resources -Community Partner

Been a good partnership over multiple decades; lots of evolution: turnover at district made it hard, a lot of change; don’t want to add

more to their plate -Community Partner

Great partnership; lots of personalities at all the levels and people to deal with at school. Currently working in ES, hard right now to

get into MS –Community Partner

A lot of other stuff going on, get it – not resistance, we just need to figure out a way that we are taking people’s time and making sure

we are being most helpful. Even took a while when we said you don’t have to pay us, we have the money –Community Partner

Challenging, there was a plan and excitement about pursuing initiative(s) but leadership continuity not there – not a go-to district for

us right now –Community Partner

The district has to decide what it wants to be before we come back and offer anything –Community Partner

Can’t get traction here to provide same type of mental health services we provide to many schools elsewhere; know what each

student brings to table impacts learning and behavior, which impacts success; geared up & hired staff to support district but things are

moving very slowly –Community Partner

Want to prevent extra work for district – do all we can to limit that to help them – we would work as team with them to help prevent

student suspensions, etc.; has been a struggle for us to get in and help no matter what we try –Community Partner


Ways CHUH Schools & CHUH Communities Can Work Together to Support

Success (Illustrative Quotes)



Continued…

57

Why Non-CHUH Parents Send Their Children to Other Schools

Posed to Non-CHUH Parents: Why do you send your kids to schools other than district schools?


Our Children Go To Other Schools

BecauseGroup Comments

Of student (social) behaviors &

problems (n=5)

Student behavior is an issue, students need to be educated about and expected to behave; those

that don’t are the issue; toured HS last year with private school: saw students acting up, teachers

screaming, when shadowing daughter saw huge fight, scared her away; social behavior is

uncomfortable, not what I want my kids exposed to; kids went to Oxford ES: teachers were great but

there was a sense of distraction; CHUH expects behavioral problems

There is not the same opportunity

at every school (n=4)

Roxboro is considered THE building, is a great model, has high involvement; not the same

elsewhere; stop splitting everyone up all over the place; at my kid’s private school everyone gets the

same opportunity within the same building; have heard there are issues after ES, that high achievers

are segregated from rest of students; instead of shipping kids around make all schools excellent

Faith-based education matters

(n=3)

Went to Catholic schools, family tradition, predisposed to religious-based school; like uniforms which

public schools don’t have, reduces distractions; was always going to private or we were moving

Lack of confidence in academic

excellence, quality of CHUH

education (n=3)

Think students can get a good education at CHUH but have to be tracked into getting it at HS-parents

have to be all over this to make sure child is on that track; performance based grouping is a problem;

don’t trust the quality of education for my child; don’t think true academic excellence exists at CHUH

There are lower academic

expectations for children of color

at CHUH (n=2)

Don’t think high expectations exist; CHUH expects kids to fail; don’t expect excellence or reward

good behavior; there is not the same expectation for every student, wanted my kids to see an AP

class with students of color, didn’t want them to feel that “Smart is White;” so many African American

parents go elsewhere because they don’t want to take this risk with their kids

Want individually-focused

learning (n=2)

Want each kid to get what they need, didn’t think they would at CHUH; chose alternative where there

is individualized learning and multiple grade level groupings; always potential to return to CHUH

Off-putting attitude (n=2) Negative attitude, tone from those who send their kids to CHUH; don’t care what my experience is;

some schools pretentious, others you feel like no one cares

Lack of transparency about

school plans (n=1)

Toured Coventry prior to child entering K, reason told it was closing was not accurate, left bad taste

None of their friends go to CHUH;

too large & intimidating (n=1)

Kids looked at Heights but none of friends go there; size is intimidating for children who don’t start out

in the district, who don’t have support from friends

Don’t want kids being pushed to

take college classes (n=1)

Want my kids to be in HS, not taking classes at CSU, don’t think this is beneficial for my family; want

them to be ready for college

58

VIII. Most Beneficial Professional Development

Opportunities


59

28%

23%

20%

18%

17%

15%

14%

13%

13%

9%

22%

22%

24%

13%

17%

15%

12%

17%

17%

18%

22%

18%

22%

14%

14%

12%

11%

19%

23%

23%

10%

5%

12%

12%

6%

13%

9%

8%

20%

17%

7%

9%

16%

33%

19%

27%

17%

16%

20%

20%

11%

23%

5%

11%

28%

18%

38%

26%

8%

11%

0% 20% 40% 60% 80% 100%

Instructional Technology Training and GoogleClassroom

MSAN: Minority Student Achievement Network:

CCSS (Common Core State Standards Initiative):

PARCC:

STEM Instructional Strategies Training

International Baccalaureate Training Sections (IB)

Naviance:

Classroom Management: CHAMPs

Ohio Improvement Process Training:

Think Gate and assessment training in general:

5 - Extremely 4 3 2 1 - Not Very Not SureTop Two

Score

50%

45%

44%

31%

34%

30%

26%

30%

30%

27%

Beneficial Professional Development PD Opportunities

With regard to achieving student success, how helpful and beneficial to you are the following professional development opportunities? (Chose one response for each row. Please

skip if this question does not apply to you).


Online Teachers/Staff/Admin Only (n=rated row item)

Only one PD opportunity was viewed by at least half of District professionals as ‘extremely’ or ‘very’ beneficial:

Instructional Technology Training and Google Classroom (50%).

Two others were considered by > 40% to be helpful: MSAN (45%) and Common Core State Standards (44%).

60

When asked which PD experience the District should set as the #1 priority to best further student success, the

top three selected were:

1) CCSS (Common Core State Standards Initiative)

2) Instructional Technology Training and Google Classroom

3) Classroom Management: CHAMPs

PD Opportunity District Should Set as #1 Priority to Best Further Student Success

Which one do you recommend the District set as its #1 top priority, to best further student success? (Select one)

13.3%

13.0%

12.8%

10.1%

9.0%

6.3%

4.3%

2.4%

2.2%

1.9%

12.0%

12.8%

0% 20% 40% 60% 80% 100%

CCSS (Common Core State Standards Initiative)

Instructional Technology Training and Google Classroom


PARCC

MSAN Minority Student Achievement Network



Think Gate and assessment training in general

Ohio Improvement Process Training

Naviance

Other

Not sure/Don't know


Online Teachers/Staff/Admin Only (n=368)


61

When asked which PD experience the District should ‘stop doing,’ the three most often chosen were:

1)International Baccalaureate (IB)

2)Ohio Improvement Process Training

3)Think Gate and assessment training in general

Professional Development District Should Stop Doing

Which PD option(s), if any, do you recommend the District stop doing‘ (check all that apply)

27.8%

18.3%

16.9%

14.8%

9.8%

8.6%

6.2%

5.9%

5.0%

4.1%

6.8%

27.8%

10.1%

0% 20% 40% 60% 80% 100%


Ohio Improvement Process Training

Think Gate and assessment training in general

PARCC

CCSS (Common Core State Standards Initiative)


Naviance


Instructional Technology Training and Google Classroom

MSAN Minority Student Achievement Network


Not sure/don't know

None of the above


Online Teachers/Staff/Admin Only (n=338)


62CHUH STAKEHOLDER INPUT SUMMARY

Facilitated Discussion Participants Only

*Not asked of teachers / **Not asked of Staff/Admin

Professional Development Opportunities

Staff

Top Two

Score

(n=16)

Teachers

Top Two

Score

(n=10)

Big Ideas* 25%

Career Tech Education Training* 44%

Carnegie Math* 31%

Classroom Management (CHAMPs) 56% 20%

CCSS (Common Core State Standards Initiative) 50% 60%

Cultural Pedagogy Training* 38%

District Adopted Curriculum and Software Training* 50%

Instructional Technology Training & Google Classroom** 50%

Google Docs* 50%

Instructional Strategies* 63%

Instructional Technology Training* 69%

International Baccalaureate Training Sessions (IB) 19% 20%

MSAN (Minority Student Achievement Network) 50% 70%

Ohio Improvement Process Training 31% 50%

Leadership Teams* 44%

PARCC 56% 60%

STEM Instructional Strategies Training 25% 60%

Think Gate and Instructional Training in General** 10%

Think Gate* 38%

Group Teachers / Staff / Administration Thoughts on Professional DevelopmentWhat types of PD opportunities are most helpful to you, that you would like the District to prioritize and undertake on a long-term basis into the future?

During the initial discussions, two different lists were tested, 1 longer with staff and 1 shorter with teachers.

The staff’s top PD choice was instructional technology training; for teachers it was MSAN.

63

Professional Development: Desired Opportunities / Barriers to Use of Current PD

Any other suggestions re: ways for PD experiences to be most relevant, best meet your needs? Any the District should ‘stop doing’? / What gets in the way of your availing yourself of

the PD opportunities offered?


Ways for PD Experiences to be Most Relevant Group Comments

First identify PD needs, then develop solutions;

Should not be compliance driven but driven by the

needs of staff (n=11)

Boxed, one size fits all PD is not effective; PD can’t be top down approach, first

determine (based on input from staff) what PD is desired then provide PD

opportunities to meet those needs

Teacher Based Teams (TBT) do not work as

currently structured; Need better organization and

coordination so that TBT sessions function in a

productive, efficient manner (n=10)

TBT as currently run are not working; time spent is a huge issue, both in terms of

time spent not being productive and too much time being spent; need program

specialists organizing and providing content, someone who knows the data,

knows curriculum, coordinates, provides common assessments, tests, etc.

Be thoughtful about what PD is offered and why;

Provide back end support (n=8)

Too much ‘quick blast’ PD being offered, have one session on it and never hear

about it again; pick a focus, stick with it and provide the back end support that is

needed to ensure that staff is able to implement; PD should not just result in more

work & responsibilities for teachers; many PD offerings ultimately result in more

work for teachers, more time spent learning a new standard, new materials

Provide opportunities for peer to peer learning (n=5)

Peer to peer learning would be beneficial on multiple levels: encourages

interaction between staff, gets staff into each other’s classrooms/areas, builds

camaraderie, empowers staff to become content experts, lead; why pay to bring

someone in when you can use the valuable knowledge already in the District

Provide range of relevant opportunities; allow staff

to determine which option(s) best meet needs (n=5)

Allow staff to decide which PD option would suit their needs best; provide a day

of PD where there are a number of smaller groups with various PD topics (that

have been identified as areas of need) and allow staff to pick which to attend;

ensure that there are relevant PD opportunities for all staff, not just teachers

(e.g., for trades, IT, finance)

For many staff PD does not apply; is imposed (n=4)

Who must participate in PD should be based on topic of PD and job function, not

just blanket mandatory attendance; don’t force all staff to sit through PD that is

not at all relevant to them

Focus on strengths based teaching in K-12 (e.g.,

Gallup Tool) (n=3)

Gallup’s is a widely used tool, could be helpful, focuses on strengths not

weaknesses

Illustrative Quotes from Staff/Admin & Teachers:

PD is done as a box, we don’t teach our kids that way, can’t do PD that way either – everyone has strengths and

weaknesses - let them get the help they need, start with what the needs are instead of bringing a boxed solution to the table

Can you honestly think Band Director and Grounds need same PD; inherently a lack of respect for professionals with that

top down approach – we as professionals know what we need, they should want to try to get these things for us

Frequently PD days or meetings are basically ‘here is more work for you’ day, new thing that involves more time for me to

jump through hoops and do materials. Almost a standard now, almost always come out with new responsibility. Not all that

motivated to go, knowing you have more to do

Time (35 minutes) is not enough time to do it, we don’t have time to make common assessments to have an effective TBT

Used to be one Math person in charge of math in district - and science too - Pulled data, knows curriculum, knows how to

coordinate linearly because knows what’s going on at all grade levels – ensured that tests are created (knowing this)

So many professionals in district so good at what they do, encourage, promote, empower teachers that are good at what

they do – give them opportunities to show that we are great at this – power that we bring to our district that we believe so

much in you we want you to show others in district - builds camaraderie

Gallup focuses on strengths – not weakness. No educator looks the same, would show teachers what they can use to their

advantage in the classroom

I don’t know how to run Alice, know I need to do it, but don’t know how to do it – don’t know how to utilize the other teachers

– instead (in PD) I see a PowerPoint on ‘this is a failing school’

We refer to it as drive by PD: You get a quick blast of something on the way by and never hear about it again – so common

to the district

If they are going to pick a focus, make that (what is chosen) a focus of PD - but we have no focus so PD is all over the place

Entry Year Teaching (YET) – Laura Chapman, this was great


Professional Development (Illustrative Quotes)

Any other suggestions re: ways for PD experiences to be most relevant, best meet your needs? Any the District should ‘stop doing’? / What gets in the way of your availing yourself of

the PD opportunities offered?

10% 23% 27% 13% 16% 11%

0% 20% 40% 60% 80% 100%

Great Extent 4 3 2 1 - Very Little Extent 0 - No knowledge at all

65

Familiarity With State Professional Development Standards & Requirements

To what extent are you familiar with the state professional development standards and requirements? (Select one)

33% ‘5 - Great’ + ‘4’


FamiliarityTotal

(n=469)

Online Teachers/Staff

(n=448)

Facilitated Discussion

Teachers/Staff

(n=21)

5 – Great Extent 9.8% 9.4% 19.0%

4 22.8% 22.5% 28.6%

% ‘5- Great Extent’ + ‘4’ 32.6% 31.9% 47.6%

3 27.3% 28.6% 0.0%

2 13.4% 13.8% 4.8%

1 Very Little Extent 15.8% 15.6% 19.0%

0 – No knowledge at all 10.9% 10.0% 28.6%

Online Teachers/Staff/Admin & Facilitated Discussion Teachers/Staff/Admin Only (n=469)

Less than 1/3 of teachers and staff are very familiar with the state professional development standards and

requirements.

66

IX. Ways to Strengthen a Sense of Camaraderie,

Respect & Culture of Collaboration


35%

32%

31%

29%

29%

28%

25%

24%

23%

23%

23%

22%

18%

17%

12%

4%

0% 20% 40% 60% 80% 100%

Engage older students as mentors for younger students

Consistency in leadership

Build joint collaborative relationships/efforts among/between ES, MS, HS

Offer same opportunities at every ES and MS

Encourage parent, community involvement re: ways to contribute to success

Hold everyone responsible and accountable

Make curricular & programmatic choices & stick with them (continuity over time)

Adhere to consistent set of expectations for all re: academics and behavior

Seek feedback from those affected in advance of implementing new policies

Expand diversity of students participating in honors & AP classes

Support student transitions from ES to MS to HS

Clearly & candidly communicate what’s working well & what isn't

Embed community service into student experiences starting at ES

Strengthen intra-District communication & alignment

Not sure / Don't know


67

Ways to Strengthen Sense of Camaraderie, Respect & Culture of Collaboration


Which of the following would MOST strengthen a sense of camaraderie, respect and culture of collaboration among the schools and between

District constituencies (e.g., teachers, staff, students, parents, community partners and members)? (Choose up to 5)

Online Respondents Only (n=1,422)Multiple Responses Accepted (will not total to 100%)

No one thing strengthens a sense of camaraderie, respect and culture of collaboration - a number of

approaches carried out by many stakeholders are suggested.

Other (please specify) (See Appendix C for

“Other” on-line responses)

Suggestions most

often selected were:

Students as

mentors

Consistent

leadership

Collaboration

among and

between all

school levels:

elementary,

middle and high

68



Ways to Strengthen Total

(n=1,422)

Teachers/

Staff

(n=400)

Students

(n=741)

Community

(n=281)

Engage older students as mentors for younger students 34.7% 29.5% 42.0% 23.1%

Consistency in leadership 32.0% 42.5% 28.3% 26.7%

Build collaborative relationships and joint efforts among and between all school levels:

elementary, middle and high31.3% 35.3% 30.5% 27.8%

Offer the same opportunities for students at every elementary and middle school 29.1% 27.5% 25.6% 40.6%

Encourage parental and community involvement on ways they can contribute to

students’ and schools’ successes28.6% 37.0% 20.0% 39.5%

Hold everyone responsible and accountable: students, teachers, administration,

parents, the School Board, etc.27.6% 35.8% 19.3% 38.1%

Make curricular and programmatic choices and stick with them so there’s continuity

over time24.8% 43.3% 13.8% 27.8%

Adhere to a consistent set of expectations for all students re: academics and behavior 24.3% 39.5% 10.9% 38.1%

Inform and seek feedback from those who will be affected in advance of implementing

new policies23.4% 30.5% 18.5% 26.3%

Expand diversity of students participating in honors and AP classes 23.0% 12.0% 30.6% 18.5%

Support student transitions from elementary to middle to high school 22.7% 19.0% 27.7% 14.9%

Clearly & candidly communicate what’s working well and what isn't throughout the

community22.0% 19.0% 19.0% 34.2%

Embed community service into student experiences starting at the elementary school

level18.4% 23.0% 12.3% 28.1%

Strengthen intra-District communication and alignment, especially between

administration and teachers16.9% 24.3% 14.6% 12.8%

Not sure / Don't know 12.0% 1.3% 21.6% 2.1%


Which of the following would MOST strengthen a sense of camaraderie, respect and culture of collaboration among the schools and between District

constituencies (e.g., teachers, staff, students, parents, community partners and members)? (Choose up to 5)


69


What would strengthen a sense of camaraderie, respect and culture of collaboration among different constituencies such as students and teachers, parents and school leaders/teachers,

teachers across grades and units?

CHUH STAKEHOLDER INPUT SUMMARY Continued…

Ways to Strengthen Camaraderie/Respect/Collaboration Group Comments

Inform & seek feedback from those who will be

affected in advance of implementing new

policies (n=20)

Do not implement new policies without first obtaining and reflecting input from those

who will be impacted; too “top down” about changes; asked for our input all the time,

then input is disregarded, not taken into account when decisions are made

If input is asked for, use it

Offer the same opportunities for students at

every ES and MS (n=19)

Focus on equity, same offerings and learning environments across all schools; every

child is treated as equal

Clearly & candidly communicate what’s working

well & what isn’t throughout the community

(n=16)

Need transparency with regard to what is happening in the District; clearly

communicate about success and challenges the District is facing and proposed

solutions to challenges

Encourage parental & community involvement

on ways they can contribute to students’ &

schools’ successes (n=15)

Ensure parents and community members feel welcomed in and connected to schools;

make a greater effort to ask parents / community members to participate in various

endeavors

Strengthen intra-District communication &

alignment, especially between administration &

teachers (n=13)

Need to strengthen intra-district communications between administration and faculty;

should meet regularly to discuss new policies and initiatives prior to implementation

Clearly distinguish fact from fiction - combat the

perceptions & stereotypes (n=11)

Provide more in-depth information to clarify issues which are more a matter of

perception than reality – provide clarification/facts to demonstrate where negative

perceptions are incorrect

Create buildings that are warm and welcoming

to community (n=9)Bring the community into the buildings, helps to form connections

Build respect among stakeholders (n=8)Create and nurture a culture of respect within buildings, across all relationships

(student to student, student to staff, staff to staff, etc.); ensure safe/secure environment

70

Ways to Strengthen Sense of Camaraderie, Respect & Culture of CollaborationWhat would strengthen a sense of camaraderie, respect and culture of collaboration among different constituencies such as students and teachers, parents and school leaders/teachers, teachers

across grades and units?


Ways to Strengthen Camaraderie/Respect/Collaboration Group Comments

Adhere to a consistent set of expectations for all students

re: academics & behavior (n=7)

Expect excellence from all; consistently hold everyone accountable to meet

expectations

Consistency in leadership / Strong leadership (n=7) Consistent, strong leadership within the District, stop churn

Cultural competency, anti-bias diversity training (n=7) Need training / ways to learn about biases that prevent productive interactions

Embed community service into student experiences,

starting at the ES level (n=7)

All kids should participate in community service, provides them with sense of pride

in community and way for community to engage with students

Build collaborative relationships and joint efforts among

& between all schools levels (ES, MS, HS) (n=7)Need vertical collaboration between school levels, create pipelines of information

Support student transitions from ES to MS to HS (n=6) Strengthen supports for transitions

Engage older students as mentors for younger children

(n=5)Create feeder programs, good peer influences, way to learn from other students

Community based approach to education (n=4)All community members should feel vested to spend time providing some level of

commitment to ensure student success; we are all in

Hold everyone responsible & accountable: students,

teachers, staff, parents, the School Board, etc. (n=4)

Everyone, including students must take personal responsibility for actions,

successes and failures

Make curricular & programmatic choices & stick with

them so there’s continuity over time (n=3)

Do not pick curriculum because it is the newest fad, pick and stick with a

curriculum that works for the District

Expand diversity of students participating in honors and

AP classes (n=1)Ensure all students have access to advanced courses

Students specifically noted:

Tracking starts early, lacks diversity, is hard to break into

later; Love student teacher relationships, that closeness

Only untracked classes have a lot of diversity; tracked course (AP/Honors) start at

an early age, if you are not tracked, miss out – those tracked classes lack

diversity; hard to ‘break in’ to the track if you were not placed there at a young

age; amazing relationships with teachers, always willing to spend extra time, be

there for you when you need someone; occasionally teachers share too much but

overall, good relationships

Continued…

Invite the community into the schools, elementary not just CHHS

We need everyone employed in all buildings to be kind, welcoming, respectful, and child centered. This includes

lunch aides

Develop curriculum and policies that build parity and equality at all of our schools

Older students should mentor younger kids – feeder programs, reach back, 10th graders engage with 6th graders

in project based learning

We need cultural competency training for teachers and admin staff so that they can learn about the biases they

have re: race, socioeconomic, gender, etc. that prevents them from dealing with and connecting appropriately with

students

We are a district where about 77% of the population is African American students - there should be an equitable

balance of faculty. HS should be first to engage more educators that are African American and more AA males

Strategic plan will be district wide but buildings should try to accomplish this too – we should have teams get

together in the beginning of the year (ambassadors, role models, PTA leaders) to create system pipeline so that

new leaders and parents will have a chance to understand the focus and the strategic efforts at each building

Middle schools should not compete against each other, should have joint teams

Better communication – go beyond those expensive mailings & communicate in other ways (e.g. posters, signs,

kids as messengers, get the kids involved)

Return of the Black and Gold, student newspaper – been missing for 4 or 5 years, not as a club but a journalism

class – so kids can put this on a resume, sell advertising to businesses, let kids share their opinions on hot button

issues, can just be a weekly PDF to those that subscribe – easy but we have to want it



(Illustrative Quotes)What would strengthen a sense of camaraderie, respect and culture of collaboration among different constituencies such as students and teachers, parents and school leaders/teachers, teachers


Continued..

Large Group participants conveyed…





Same opportunities offered for every child no matter which school they attend. Every student can excel - Parent

AP and gifted is segregated. Not friendly for students of diverse background. Starts early - Parent

Would love CHUH to be known as district that you go to when you want a great education, if district made the assumption

that every parent wants the best for their child, if they demanded that parents participate in the process, you not only matter

you are essential: ‘find the time’ – everyone is too busy - Parent

Noble and Monticello get bad wrap. Didn’t see it exactly playing out the way they wanted with segregating schools by type

of focused instruction. Different perceptions. Combat the perceptions and stereotypes: they pigeon hole kids - Parent

Transparency and communication – when something happens, even if the District has to adjust tell us why the adjustment is

made. At least tell us why, even if we can’t change it; feel that they are very top down about many changes – Parent

You have to expect academic excellence for all, and there is an undercurrent of different expectations by race. If you want

these disruptions to go away – (make clear) it’s not OK for any of these kids to be like that – Non-CHUH Parent

I came (to this facilitated discussion) because I got an email asking me to come – but I don’t get asked and I know a lot of

people who feel the same way – Non-CHUH Parent

Don’t see a lot of accountability from the leadership, don’t see accountability for what the dollars coming in are going for,

know that there are budget constraints everywhere but that’s where the tough choices come in – Non-CHUH Parent

Big disconnect between admin and teachers. We have partnerships with “both sides” but sometimes the gap is between the

two, not our partnership with each of them – Community Partner

See about 100 guests a week – about 90% are shocked about the positive based information that I share with them – Want

student spot light posters, to put things up in local businesses – Put up posters about plays – Community needs to see what

kids are doing – Need to connect merchant districts with schools achievements – Community Member

Schools don’t reach out to me – Give us stuff, engage us – Community Member

Quotes from Parents, Community Partners & Community Members:

Continued..

Continued..


Implement things without taking to students, discussing with students – we have a different perspective, and so do

teachers; admin does these things without talking to anyone - Student

Administrators, teachers and student representatives should meet on schedule to discuss issues, who will do what,

provide input and opinions, options - Student

Diverse in population but in classrooms it’s not – more black kids would take AP if they heard about benefits & not just

challenges - Student

Why not as many people of color in AP? I think being pigeon holed is big factor – remember being identified as gifted and

was only black student in all white group – either you were selected or you were not - Student

Real willingness to accept communications – Might listen to me directly but then it gets lost in layers – opportunities for

feedback – even today, rare for me to have a voice, an opportunity like this (facilitated discussion) – Staff Admin

No man can be left behind, we must wrap around any that is struggling – No matter what the thorn or problem, we all wrap

around it to support it. Can’t just be happy that my school is running well, it’s the whole not the pieces – Staff/Admin

Communication – not just vertical between staff and teachers, admin in my bldg. does not want to talk to teachers in that

situation, they don’t want to know, they have their own vision of what’s happening – not even a willingness to discuss it -

Teacher

Been in these before – do all this work, collect all this information and then they do the exact opposite of what we have

suggested – first response to this invite is why? They are not going to do anything that we suggest – not once has it ever

happened - Teacher

Measureable and vested interest – we don’t all have to show the same type of investment but we all have to commit to

investing some time and interest in the product – well rounded confident kids that walk out after graduation – what can I

contribute, each commit to that contribution - Teacher

Equal is not equitable – different levels & sense of equality, but not all the schools have the same needs – need more of

an equitable system – meet the needs the children have, as opposed to a fair to all system - Teacher

Quotes from Students, Teachers, Staff/Admin:


(Illustrative Quotes) What would strengthen a sense of camaraderie, respect and culture of collaboration among different constituencies such as students and teachers, parents and school leaders/teachers, teachers


Continued..

74

X. Schools as a Community Center


75

Schools As a Community Center


HelpfulTotal

(n=1,518)

Teachers/

Staff

(n=400)

Students

(n=723)

Community

(n=280)

Facilitated

Groups

(n=115)

5 Great Extent 40.9% 56.3% 21.4% 56.4% 72.2%

4 28.7% 26.0% 33.1% 25.7% 18.3%

% 5 – Great Extent + ‘4’ 69.6% 82.3% 54.5% 82.1% 90.4%

3 14.4% 8.5% 20.7% 9.6% 6.1%

2 1.8% 1.8% 2.2% 1.8% 0.0%

1 Very Little Extent 2.1% 0.5% 3.2% 2.1% 0.9%

Not Sure 12.1% 7.0% 19.4% 4.3% 2.6%

Among the things the District is further exploring are ways the community might best support the provision of before and after school extended

services (often referred to as “wrap-around services”). To what extent would it be helpful for schools to also serve as a “community center”

whereby schools would – often through partnerships - provide wrap-around services and social-emotional support for students who may not be

receiving them at home or elsewhere? (Choose ONE response where “1” is ‘very little’ extent and “5” is ‘great extent’)

41% 29% 14% 2%2% 12%

0% 20% 40% 60% 80% 100%

5 - Great Extent 4 3 2 1 - Very Little Extent 0 - No knowledge at all

70% ‘5 - Great’ or ‘4’

Online Respondents & Facilitated Discussion Respondents (n=1,518)

70% of stakeholders think it would be helpful for schools to also serve as a “community center” – 41% to a

‘great’ extent.

56% of teachers/staff and community (parents) members think this would help to a ‘great’ extent.

Facilitated group participants were most enthusiastic (72% to a ‘great’ extent).

Many students (19%) were Not Sure.

76

For What Purposes Schools Should Serve as a Community Center


If you think it would be helpful for the District to provide “wrap-around” services, please identify which services among the following you suggest the District

offer: (Choose up to 5)


53%

41%

40%

38%

35%

32%

32%

28%

25%

21%

15%

13%

3%

3%

0% 20% 40% 60% 80% 100%

Student tutoring in every subject

Parent support

Mental health services for students

Preschool/early childhood education (kindergarten readiness)

Support regarding college-bound options

Transportation to and from school activities

Support regarding career identification options

Childcare for family members to attend school events, meetings and be…

Community service activities

On-site medical care for students, families and adults

Adult and senior education

Not sure / Don’t know

None of the above - do not think the District providing wrap around services…


“Wrap-around” services most helpful for the District to provide start with: student tutoring (53%), parent

support (41%) and mental health services for students (40%).

Four additional services were selected by > 30% of stakeholders: preschool, college bound support,

transportation and support re: career options.


77



Wrap Around ServiceTotal

(n=1390)

Teachers/

Staff

(n=397)

Students

(n=714)

Community

(n=279)

Student tutoring in every subject 52.5% 59.7% 41.5% 70.6%

Parent support 41.2% 55.9% 33.1% 41.2%

Mental health services for students 40.3% 55.9% 29.8% 44.8%

Preschool/early childhood education (kindergarten readiness) 37.8% 54.2% 20.7% 58.4%

Support regarding college-bound options 34.5% 27.7% 37.5% 36.6%

Transportation to and from school activities 32.4% 27.5% 36.3% 29.4%

Support regarding career identification options 32.2% 27.5% 32.5% 38.4%

Childcare for family members to attend school events, meetings and be

engaged with the schools27.6% 27.5% 25.8% 32.3%

Community service activities 24.7% 31.0% 20.6% 26.2%

On-site medical care for students, families and adults 21.4% 24.7% 19.6% 21.5%

Adult and senior education 14.9% 8.8% 21.1% 7.5%

Not sure / Don’t know 12.5% 5.5% 20.6% 1.8%

None of the above - do not think the District providing wrap around

services is helpful3.0% 0.5% 4.9% 1.8%


If you think it would be helpful for the District to provide “wrap-around” services, please identify which services among the following you suggest the District

offer: (Choose up to 5)


Community (parents) highlighted Preschool and with teachers/staff most often selected student tutoring in

every subject; teachers/staff also more often chose mental health services for students; and students more

often selected support regarding college-bound options and transportation to and from school activities.

78

Among the things CHUH is further exploring are way(s) the community might best support the provision of the following before and afterschool extended services (often referred to as

“wrap-around services”)? What are your suggestions regarding these/other community support options?


Continued…


Suggestions for Community Support Options Group Comments

Services need to be open to everyone, easily &

comfortably accessible (n=18)

Services must be open to everyone, not just those with kids in the district; Center

must be easily accessible to all community members and must be in an

unintimidating setting to ensure people feel safe and secure reaching out for

assistance

First maximize use of available resources

(n=16)

So many resources already exist, first step is to determine what exists and who

CHUH can serve as a coordinator/promoter of those resources. Then determine if

other resources are needed and how CHUH can best accommodate those needs

Develop students’ social & emotional learning

(SEL) to complement their content knowledge

(n=10)

Schools should be providing more than just ‘book learning’ - need to ensure students

are provided with the supports necessary to become well rounded, well adjusted

adults

Provide parent supports and place to positively

engage (n=9)Many parents in the District need additional supports; also a great way to engage

with parents in a positive way, not just engagement because there is an issue

Include adult & senior education (n=6) Provide adult and senior continuing education / enrichment courses

Make mental health services available (n=6)Mental health services should be available, especially for students; untreated issues

impact student ability/engagement

Offer community activities (n=4) Good way to bridge gap between schools and the community

Learn from other well run models (n=4)Learn from the successes of other Districts who have taken this on, don’t reinvent the

wheel

79

Among the things CHUH is further exploring are way(s) the community might best support the provision of the following before and afterschool extended services (often referred to as “wrap-

around services”)? What are your suggestions regarding these/other community support options?



Suggestions for Community Support Options Group Comments

Don't try to do too much - Focus on kids and families, make

it family driven (n=3)

Make the services child and family focused, don’t try to be everything to

everyone or go too broad with offerings

On-site medical care for students, families & adults (n=3)Provide on-site medical care as needed for children and families

Medical issues left untreated impact ability to learn/engage

Student tutoring in every subject (n=3) Provide tutoring in every subject for all students

Summer services (camps, child care services, food service)

(n=3)Provide summer activities, ways to engage during off-school time

Support regarding college-bound options (n=3) Provide support services for college search and application process

Engage University Heights residents (n=3)

Need engagement from UH residents as well, must be reflective of their desires

and needs as well as the needs of CH residents; hard to talk as a unit or have

buy-in when they don't feel part of the community of Cleveland Heights

Preschool/early childhood education (kindergarten

readiness) (n=2)Very important to have a solid base, we could be doing more

Find the resources (n=2)In the end, all comes down to resources, where will the resources for new

services come from?

Transportation to & from school activities (n=2)Lack of transportation can be a barrier to involvement in school activities,

transportation would provide greater access to activities for all

Reach out to new parents (n=2)Good way to reach out to new parents; if done well, might be a way to increase

enrollment in District

Childcare for family members to be more engaged with the

schools (n=1)Provide child care so parents can be more engaged

Support regarding career identification options (n=1) Provide career identification / search supports

None - do not think District should provide wrap-around

services (n=2)

Against schools trying to be more than schools; fix what is wrong in the system

before trying to do more

Continued…


For What Purposes Schools Should Serve as a Community Center (Illustrative Quotes)



Lots of services are already available in community, but they are not well coordinated, lots of silos, may need coordination rather than recreating

services that already exit – Large Group

(Service providers) don’t have good access to families in schools – Large Group

Availability should not be limited to only those with kids in the schools, all members of community should be welcome, that’s how you get people in

the door, make this work: make it open and available to all people in community – Large Group

After school – way to help parents with accessibility to after school endeavors - Parent

Kids have to reach out as much as business owners have to reach in - Parent

They need to fix what’s wrong first. It has to be education based. It’s not that those things are not wonderful but they are not getting the basics right

first – Non-CHUH Parent

Kids who are not loved at home go to school to be loved, those that are loved go to learn. Love this community, believe it takes a village – Non-

CHUH Parent

Concept makes sense, district may not always be the lead on all parts and must be in a neutral space, location matters – Community Partner

Takes such coordination – so many factors involved – needs to be built from ground up, need an infrastructure to connect all the services here –

Need to determine if it is the space that is needed or if it is a coordination of all the services that are already here – Community Partner

Don’t make it too broad – worry that best intentions don’t go so well – focus on the students, family structure in the home, parental classes are a

need – Community Partner

Partner with businesses – could see [Name of Business] Community Room – that’s something we would do – Community Partner

Gets people engaged – will get to know kids, change attitudes – Community Member

Exactly the role they should play, not just classes, preparing you for life beyond school. If you are not in ideal family setting as a child, since school is

so influential, school is where it should be – Student

Would be great, mostly emotional for kids like me. A lot to handle when you know you have to do so much – Student

Students need to get over stigma of using school resources, would not want to go to school psychologist, don’t want to share that with staff - Student

Some ways we already are, we just are not supported: trying to do tutoring and run aftercare and trying to feed students before games, but doing it

with what is already in place. But if we are really going to do that we are going to need more staffing and support – we know the problems but to

really help students we need more resources - Staff/Admin

Way to invite parents in without it being because there is a problem with your kid; Kids get what they need and parents would be willing to get the

help that they need. If parent only walks into building when there it is a problem, school is a problem - Teacher

81

With Which Community Partners CHUH Should Work to Provide Services


If you think it would be helpful for the District to provide “wrap-around” services, please identify with whom you suggest the District partner.

(Choose ALL that apply)


56%

48%

45%

40%

38%

38%

37%

31%

29%

27%

25%

17%

8%

18%

3%

7%

0% 20% 40% 60% 80% 100%

Cleveland Heights Community Center

Nearby colleges and universities

Cleveland Clinic

University Hospitals

Reaching Heights

Heights Youth Theatre

Open Doors Academy

Family Connections

Lake Erie Ink

RapArt Center

Families and Schools Together (FAST)

Elected officials

The Links, Inc.

Not sure / Don’t know

None of the above - do not think district providing wrap around…


Cleveland Heights Community Center was the only partner cited by more then half of all online

respondents (56%).

Nearby colleges & universities, and local hospitals (Cleveland Clinic & University Hospital specifically)

were the second and third most cited partners by online respondents.


82



PartnerTotal

(n=1,384)

Teachers/

Staff

(n=396)

Students

(n=710)

Community

(n=278)

Cleveland Heights Community Center 56.1% 57.6% 54.8% 57.6%

Nearby colleges and universities 47.6% 55.8% 34.1% 70.5%

Cleveland Clinic 45.4% 56.8% 37.3% 50.0%

University Hospitals 40.2% 48.0% 32.8% 48.2%

Reaching Heights 37.7% 47.2% 28.3% 48.2%

Heights Youth Theatre 37.5% 38.4% 34.5% 43.9%

Open Doors Academy 37.4% 41.2% 35.2% 37.4%

Family Connections 31.3% 45.2% 19.7% 41.0%

Lake Erie Ink 29.3% 29.5% 23.9% 42.8%

RapArt Center 26.6% 35.9% 21.7% 25.9%

Families and Schools Together (FAST) 25.3% 32.6% 21.1% 25.5%

Elected officials 16.9% 18.4% 14.4% 21.2%

The Links, Inc. 7.5% 8.3% 5.9% 10.4%

Not sure / Don’t know 18.1% 18.4% 19.6% 13.7%

None of the above - do not think district providing wrap around services is helpful 2.9% 0.3% 4.4% 2.9%


If you think it would be helpful for the District to provide “wrap-around” services, please identify with whom you suggest the District partner. (Choose ALL

that apply)


For both Teachers/Staff & Community, the only three mentioned by 50% or more was Cleveland Heights

Community Center, Nearby colleges & universities and Cleveland Clinic (UH was a close 4th).

Community members were more likely to recommend partnerships with “nearby colleges & universities.”

83

With whom should CHUH partner (more closely) in the future – and for what reasons?


Partner# of

MentionsPartner

# of

Mentions

Local hospitals / medical providers (UH, Clinic) 19 Orchestra 2

Nearby colleges & universities 17 Reaching Heights 2

Local businesses 10 Summer learning partners 2

Parent to parent engagement (e.g., Cubs in Pubs) 9 AFS Foreign Exchange Program 1

Local mental health provides / Counseling services 8 America Reads 1

Adult education, financial education providers 7 Aspire at HB 1

Food, nutrition needs providers (food banks, etc.) 7 Facing History & Ourselves 1

Family connections 6 Gallup Org Strength Finder 1

College search support - College Now 5 Heights Arts 1

Other local schools (John Hay, other districts, private, etc. ) 5 History Alive 1

FAST (Families and Schools Together) 4 Local Non-Profits 1

Library 4 MedWorks 1

Local municipalities / elected officials 4 RapArt Center 1

Open Doors 4 Ride All 1

Alumni 3 Roots of American Music 1

Center for Children & Families 3UMADOP (Urban Minority Alcoholism And Drug

Abuse Outreach)1

Heights Youth Club 3 Youth Opportunities Unlimited (Y.O.U.) 1

Lake Erie Ink 3

University Circle cultural institutions 3

Bookstores / book clubs (e.g., Replicate LINK) 2

Civic organizations (Kiwanis, Boys & Girls, etc.) 2

Future Heights 2

Hanna Perkins Center 2

Local authorities (First responders, EMS, Fire, Police, etc.) 2


Group participants identified…

Other: See Appendices B & C

84

XI. Priority Challenges / Concerns to Address


85

Please identify 1 challenge/concern you recommend the District focus on over the course of the next 5 years:


Challenges/Concerns to Focus

on Next 5 YearsGroup & Online Comments

Academic Achievement &

Expectations (n=100)

Focus on basic skills in the younger elementary years - if we can stick to basic skills,

students will be more prepared when they get to the higher levels; Academic rigor and

critical thinking to actually be taught to students (rather than just talked about); Follow the

common core but do it in a way that truly engages and motivates kids; Maintain high quality

academics, expectations & student engagement in the classroom

Student Services and Support

(n=90)

Extra help even if the student does not ask for it; Attend to emotional trauma that blocks

learning

Student Expectations &

Behaviors (n=88)

(Bullying, fighting, general safety,

attendance, lack of respect for

authority)

Start with expectations & culture; have high expectations for all students; deal with

distracting behaviors, safety; Find a way that black males don't bully, harass, and are

generally mean to other black boys that are doing well in school; Address attendance: if

kids are late & not coming it’s an issue; People in the halls push, scream and fight so that it

is a struggle to get to class on time; I want a good education and don’t want to come to

school to get hurt and fear for my safety

Continuity & Cohesion Across the

District & Equity of Schools

(n=93)

(Select & Stick With Clear

Strategic Game Plan)

The district should focus on continuity between the schools & on maintaining sustainable

procedures, instead (of) changing things very quickly; Still competition between schools,

idea that one elementary is better than another; Tiger Nation is a good start to move against

competition, conveys we are all one; One way of doing this is by consolidating both Middles

Schools (5-6 Rox; 7-8 Monti); Select a strategic curriculum and stay with it-redefine what

curriculum will be used, not used; Tired of changing; Pick a great game plan and spend 5

years executing it without changing it constantly; Please keep our wonderful Superintendent

around for a solid amount of time so we can truly implement great things; Ensure high

quality teachers; Leadership growth from within – top turnover rate does not look good;

Need strong school board leadership

Excessive Testing (n=64) State demand & emphasis on testing / scores; Do not let the State dictate what we do; Stop

the testing and data collection madness; Choose an appropriate path for our district to

assess student success; (Unnecessary) graduation requirements


Continued…

86

Please identify1 challenge/concern you recommend the District focus on over the course of the next 5 years:


Challenges/Concerns to

Focus on Next 5 YearsGroup & Online Comments

PR and Communicating

With Community About

Schools (n=32)

Better communication with people not invested about what is happening / available in schools; Educate the

community on the value of current educational practices; Better reach those who don’t have children in our schools;

(Want) 100% community support; Invest in human capital to have bandwidth to do communication the right way; We

need to find a way to change the perception of Heights schools created by low test scores. Many young parents

don't even look at the schools; Improve public opinion of the MS and CHHS; Improve negative thoughts; Brand

College/Career

Preparation (n=29)Encourage college education; Support students to get into careers after high school - not just college; Build

students' ability to work together in the real world

Diversity/Closing the

Achievement Gap (n=23)

Close achievement gap; Address racial/economic segregation of students; Diversity of the student body (especially

at the high school) does NOT reflect the diversity of the broader community

Fiscal Responsibility

(n=14)

Give careful attention to per student expenditure, align with other districts while finding a way to give our kids a

good basic education; Bring the facilities project in on time, on budget with the value creation promised to the

voters; Cut costs & stop raising taxes: 578 out of 610 districts; Safety for buildings is the only cosmetic concern, all

other money should go to what is going on inside the buildings

Communication &

Relationships Within

Schools (n=9)

Respect for people who are trying to work hard for students; Transparency; Teachers are the last to know anything

that is happening in the district. We have to hear things from our students - That is totally unacceptable and makes

teachers feel like we are the least valuable part of this equation; Be more open with students, solicit their input; Give

kids an identity, especially with building transitions; Need commitment & unity among everyone

Be School of Choice

(n=3)

For students who live in this district, be the school of choice; Neighborhood schools make people want to use them,

not jump ship; Distinguish schools from others (Shaker, Brush)-contributes to retention. If CHUH is not different,

won’t draw

Other Pre-school support for families; Not using existing resources to the maximum extent possible to reach the maximum

number of people (e.g., access to playgrounds during school hours for non-district families); Address transportation

and space issues; Major dislocation occurring in UH; Fuchs Mizrahi park issue


Continued…

Be able to reach out into outlying community that does not have a child in one of the schools, educating people –

don’t communicate well enough here – CHUH Parent

Love Tiger Nation, all the good things that are done – still a little bit of competition between schools –the idea that

one elementary school is better than another – not helpful – CHUH Parent

Elementary – not that great, downhill after 3rd grade – but they said give Monticello a try and I had an ‘ah, ha’

moment – night and day – CHUH Parent

Address curriculum and segregation – CHUH Parent

Need a strong school board – don’t see leadership – CHUH Parent

High expectations for all students and dealing with behavioral distractions in school that compromise education –

Non-CHUH Parent

Need to get people involved, not just parents, anyone who cares – we will not know that they are succeeding if they

don’t get us involved – it takes the whole village: communication engagement involvement – Non-CHUH Parent

As parent, district is responsive – don’t always change but they respond – never felt ignored, may not change or may

not be what I want to hear but they do respond – Community Partner & Parent

Instructional practice, we have too many; build on ones you define as good – Community Partner

Communication needs to be re-vamped, that is how you get kids in the door and change feeling about kids who are

there – Community Partner

Timing is important for this – couple of years ahead will be challenging - figure out how we are going to pull together

to figure out issues such as major dislocation taking place in UH – need to deal with that – Community Partner

Continue to reduce costs by strategically closing one more elementary school thereby concentrating much needed

services to our youngest students – Community Member


Priority Challenges / Concerns to Address (Illustrative Quotes)


Group Quotes from Parents, Community Partners & Community Members:

Continued…

Distinguishing itself, other schools that have small schools, one time that was different, now CHUH is not different than

Shaker or Brush – contributes to retention in district, in the end if Heights is no different, no draw - Student

Have more people here like us (students) to talk to them (school leaders) and talk about issues – Student

Continuity, pick something and go deep into it (when it gets rough don’t quit) – Staff/Admin

Simplicity and focus are the biggest things – we can’t do 10 things at one time, be everything to everybody – Teacher

We should not go into a school year with more than 3 big ideas – Staff/Admin

Commitment, unity among everyone, leave no person behind – Staff/Admin

Show how ideas are connected; support one another – Staff/Admin

Focus on curriculum and commonality: make sure everyone knows what they are supposed to be doing, there is a

common ground among all – Teacher

Don’t think we do a good job of promoting and working with people from within. Have not had a Superintendent that

comes from within – what’s incentive for Admin people here if there is never a process to move up the ladder within the

community? Employees as whole don’t feel buy in, better you do, less you are respected a lot of the time – Staff/Admin

Redefine what we will use, and what we are not using – so that I can decide what to keep and throw out – curriculum is

the big idea – what binders to keep, which to throw away - Teacher

Consistency, tired of changing –Teacher

Close achievement gap for all students - Teacher

Students should be focus – need to think about how each one is so different and prepare them for their future – Teacher


Priority Challenges / Concerns to Address (Illustrative Quotes)


Group Quotes from Students, Teachers, Staff/Admin:

Continued…

89

Ideas for addressing budget constraints, which affect offerings such as arts and music programming?


Ways to Address Budget Constraints Group Comments

Focus and clearly define District needs

(n=5)

Be selective and focus; we are trying to do way too much; offer less and do it well;

consistency; too many buzz words: apply best practices to provide high quality

education; fancy gizmos don’t change kids’ lives, interactions do

Make the case to private philanthropy &

public funders about what investments

produce results (n=4)

Don’t know if we’re accessing all available funds through grants and public

programs; make it simple for funders: bullet points about what is needed and why

– here’s what will result; grant funding for innovative ideas; use private

philanthropy, including articulating for parents what is needed

Cross-pollinate among area school’s

strengths (n=4)

Each school has something really special to enrich student experiences; bus kids

to them (e.g., Shaker’s Planetarium); combine resources when possible

Utilize existing community assets and

resources partners bring (n=3)

Maximize untapped potential; work with partners on what can be funded; we have

a rec center; take advantage of church facilities & their desire to interact with kids

Get businesses involved (n=2) Provide window posters so businesses can promote students

Ideas to Address Budget Constraints

Illustrative Quotes from Just the Handful of Small Groups That Addressed This Question:

Are we availing ourselves of every money opportunity out there? -Staff/Admin

This is where community partnerships come in, while there are limits, many services they provide come with funding sources –Community Partner

Risk trying to do too much on too many fronts – grow what we do well –Community Partner

Need clarity on what we need – not sure that the district has articulated what we need as a district to be what we want to be. Before we write a 3k check a

month to send kid to private we can work with district to meet some of these needs. Use private philanthropy – CHUH Parent

Make more asks of businesses – if kids need hockey equipment – ask if we want to sponsor a board (banner) on the ice – come to business owners and

ask for support - Community Member

Take advantage of church outreach as well – numerous churches would like to have interaction with kids, have facilities and they want to keep in use –

CHUH Parent

Only a few groups had time to address budget constraints – following are stakeholder suggestions:

90

XII. Strengths Upon Which to Build


91

Please identify 1 strength you most want to see the District build upon (e.g., for students: would further support you to develop 21st c. skills to prepare for success in a global economy; for

parents & teachers: would further support your child/student…):

CHUH STAKEHOLDER INPUT SUMMARYContinued…


Strengths Most Want to

Build UponGroup & Online Comments

Diversity / School

Culture

(n=106)

Diversity of races and cultures – bring them together to celebrate, learn from each other and create authentic

relationships; Bring in Student Group on Race Relations (SGORR), a powerful program in Shaker schools that

creates leadership development, mentoring, bias/cultural sensitivity training, and trust across races; Creativity &

diversity across the population, living together; The district has a very diverse community of students & parents

who believe in public education. There is a profound experience to be had in this type of educational environment

that can't be replicated elsewhere; Equal opportunities for every student, light or dark, athletic or awkward, extra

bright or needing a bit extra help, whatever it is that challenges or separates celebrate every student; Inclusion of

the amazing diversity of students, their abilities, and interests. Keep finding a way to foster the innate ability of a

variety of students

Arts (n=100) Arts in the schools are a great way for our students to express themselves. I have watched "bad" students blossom

through music and art; Cleveland Heights is home to the arts. We have many artists, musicians and other creative

people who live here. We know that the arts enrich education and help students of all levels engage in learning. We

should focus on being the absolute best in integrating the arts into our public education; The District has decent

high school level music programs which could be so much better if we devoted adequate resources to music

instruction in the elementary and middle schools

Academic Excellence

(n=79)

Academic excellence, nothing less to once again attract families to Cleveland Heights; we need to restore our faith

in education to keep our families here; Gifted program at elementary is excellent. Continue self-contained gifted

options at middle school and high school; Gifted programming -- I would like to see our gifted students continue to

be nourished and developed at ALL schools and not specific ones; Maintain high quality AP and Honors courses

Quality Teachers &

Support for Them

(n=73)

Creativity of teachers we already have; Good teachers in classroom, a real asset – maximize them; Great

professional development opportunities in district; Excellent teaching; strong knowledge base: actualize it;

Teacher/Student relationships; Teacher to teacher relationships; Our teachers are great and need more support so

that they can spend more time teaching; Teachers coaching teachers; Teacher's ability to access resources

92







Student, Parent, Family

and Community

Engagement

(n=65)

Provide opportunities for student and families to engage, connect and feel a sense of belonging; The concept

of village committed to grads; Use the collective knowledge & passion of the public / families; Positive

involvement of our strong community at large; all the people who show up every day to be involved in the

district; Outreach, collaboration; access resources; Don’t view those whose kids go to school elsewhere as

the enemy; make them part of the solution; Community Center a great idea; The Preschool program could be

expanded and connected with family support services to create a place families with young children can go

and be together and get support and help

Variety and Strength of

Course &

Extracurricular

Offerings (n=64)

Varied course & extra-curricular offerings; Strong academics; vast curriculum; Build on music and arts; Strong

special education programs; Science/technology driven; Continue the wide variety of programs for students;

Quality Curriculum for Differentiated Learning Styles; For some kids, their extracurricular activities might be

the thing that motivates them to come to school every day; Variety of offerings, and diversity of the students,

staff and community, the ability to see and value and address the unique contributions and needs, and the

understanding that people are not interchangeable pegs to fit into a board; Maximize all of the advantages of

our proximity to world-class cultural and scientific institutions to build an educational program that really

serves students and prepares them to be productive citizens

Communication to spur

more awareness and

support (within

buildings/throughout

District and

Community) (n=33)

Communicate strengths; we are really great; Create more buy-in, not just when asking for levy support;

Communication will be key with changes next 5 years; Include teachers in the decision-making process;

Great move creating Tiger Nation and letting go of individual school mascots. Continue to build on that bond

to decrease the desire to leave the district in higher grades; Very efficient and well-written regular newsletters

- I love seeing our students & teachers get praised and noticed publicly for great work they're doing

Continued…

Continued…

93







Consistency and

Continuity of

Leadership and

Curriculum (n=27)

Equality among buildings; Curriculum Alignment throughout the district; Streamlining initiatives so that teachers

are focused on one or two and do them well; Evaluating programs for effectiveness

Technology (n=18) Internet access and quality technology for every classroom

Supportive, Passionate

Culture & Sense of

Community (n=10)

Equal support of all students at all levels; Students need more support than teachers alone can provide; Passion

for helping students, keeping them in the forefront; People in community really care; Develop students to be

prepared for their future; Sense of community students feel; Continuing to meet each student where they are, and

offer classes and opportunities that allow for success - not testing success, but life success; Bolster student

confidence so that they can learn in any situation (school, home, community)

Parents (n=5) Strength & positive involvement of parents

Students (n=3) Use our students to change public perception; Loyalty among elementary and middle students to CHUH through

sports HS students coach / teach younger students, use that model for non-athletic things

Heritage of leadership

in education (n=3)

Innovation, keep trying; High standards; be good at what works for our district

Alumni (n=2) Success of our graduates

Continued…

Positive involvement of parents and community at large –CHUH Parent

Strength of parents that do want to be involved, for example with MSAN – said we want to help: what

do you need? Parents that would love to help and share what they have –CHUH Parent

We are really great, we (often) don’t feel really great, there is a lot of potential here –CHUH Parent

People – we have people that are recruited out of there because we have amazing people here,

amazing teachers –Non-CHUH Parent

If we have all these great people then the system we are using is not working to maximize them –Non-

CHUH Parent

Arts program and athletics: people rave about them –Non-CHUH Parent

Passion for education, helping students and keeping them at forefront of discussions – Community

Partner

Continue to focus on excellent teaching – Community Partner

More than one way to skin a cat – don’t have to have a bunch of money to inspire kids and touch

children to lift them up and make them feel that they are important – Community Partner

Idea of making schools a Community Center – best new idea that I heard – Community Partner


Strengths Upon Which to Build (Illustrative Quotes)

Please identify 1 strength you most want to see the District build upon (e.g., for students: would further support you to develop 21st c. skills to prepare for success in a global economy;

for parents & teachers: would further support your child/student…):

Continued…

There is a really cool passion among people who live in Heights – people know what it means when I

say “I am a Heights Guy” – we can have the change because people care – Community Partner

Strengthen communication – create more buy in – I should see more black and gold not just when a

levy is up – Community Partner

We don’t need to view kids who don’t go to the school but live here as the enemy – don’t see them as

any less involved with the community – They need to be part of the solution – Community Partner

Thrilled to be invited to this – knowing my voice is valued, they get information and I get to have a

voice – Community Partner

Teacher to Student and Teacher to Teacher relationships – Student

Student body is strongest – Student

Spirit of community – Staff/Admin

Strong knowledge & talent base already here: need to actualize it – Staff/Admin

Vast curriculum selection for students – Staff/Admin

Figure out what works, and get good at what works for our district - Teacher


Strengths Upon Which to Build (Illustrative Quotes)

Please identify 1 strength you most want to see the District build upon (e.g., for students: would further support you to develop 21st c. skills to prepare for success in a global economy;

for parents & teachers: would further support your child/student…):

Continued…

96

Appendices


97

A: Detailed Description of Group Participants


98

CHUH Parents

(n=23) 18%

Parents who send kids elsewhere (n=8) 6%

CHUH Staff & Teachers (n=26) 21%

Partners & Community Members (18) 14%

Students (n=12) 10%

Large Community Gathering

(n=39) 31%

Facilitated Discussion Group Participants

A total of 9 facilitated discussions (8 small; 1 large) were conducted to solicit input from a variety of CHUH

stakeholders. Each participant was asked to provide some general background information. This chart and

the following pages describe participants who completed forms and provided background information.

Number & Type Discussion Participants, As a % of Total


99

CHUH Parents: (n=23)

• Number of years living in District:

• Range 4 years to 40 years

• Average (mean): 16.7 years

• # With children currently in grades:

• Pre-K: 0

• Elementary: 15

• Middle School: 9

• High School: 7

• Post High School: 2

• 5 (of 21 who answered this question) have children

that have graduated from District

• Parents currently had at least one child in the

following buildings (9 currently have children in 2

different District schools):

• CHHS

• Monticello / Roxboro Middle

• Boulevard / Canterbury / Fairfax / Noble /

Roxboro Elementary

• While no parents currently had children

attending Oxford, 3 had children that had

attended previously

Parents – General Background InformationA total of 31 parents participated in the small group facilitated discussions. 23 are current CHUH parents and

8 are parents whose children attend other schools. Below is the general background information they

provided:

Parents who send kids elsewhere: (n=8)




• # With children currently in grades:

• Pre-K: 2

• Elementary: 6

• Middle School: 4

• High School: 2

• Post High School: 1

• Only 1 had a child that graduated from District

• Parents currently had at least one child in the

following schools: (4 currently have children in 2

different schools)

• The Music Settlement

• GESU

• Communion of Saints

• Hathaway Brown

• Hawken

• Ratner

• Intergenerational School

• The Ohio State UniversityCHUH STAKEHOLDER INPUT SUMMARY

100

Teachers: (n=10) (only 9 provided information)

• Number of year working in District:


• Average (mean): 8 years

• Number of years teaching:



• Teachers from all levels (ES, MS, HS) were

represented and currently teach in the following

schools:

• CHHS (2)

• Oxford Elem (2)

• Roxboro Middle (3)

• Legacy High New Tech

• Monticello Middle

• Two previously taught at Wiley Middle and one

previously taught at Boulevard.

• Only one teacher had a child that currently or

previously attended a school in the District

CHUH Staff & Teachers – General Background Information

A total of 26 CHUH staff and teachers participated in the small group facilitated discussions, 16 staff and 10

teachers. Below is the general background information they provided:

Staff: (n=16) (only 15 provided background)

• Number of years working in District:

• Range 1 year to 29 years


• Staff play a variety of roles in the District and

work at a # of buildings depending on their role:

• Administrators

• Athletics

• Coordinators

• Principals

• Custodians / Operations & Maintenance

• Program Specialists

• Secretaries

• Technology

• Three had a child that currently or previously

attended a school in the District


101

Students: (n=12) (only 11 provided background)


• Range 0.5 years to 17 years

• Average (mean): 11 years

• Two of the students were in middle school, the remainder were high school students (sophomores,

juniors and seniors, with the majority (7) being juniors)

• Half had also attended elementary and middle school in the District

• Five have siblings that have graduated from CHHS

• Two had parents that have graduated from CHHS

• All currently live in Cleveland Heights

Students – General Background Information

A total of 12 students participated in the small group facilitated discussions. Below is the general background

information they provided:


102

Community Partners: (n=11)

• All but one are currently engaged in a working

partnership with the District

• Type of organization:

• Non-Profit (7)

• Educational Institution (2)

• Public sector (1)

• Private sector (1)

• Longevity of partnerships range from less than one

year to 60 years

• Four live in Cleveland or University Heights (one

for 30 years, others for 17 years)

• Three have children that currently or previously

attended a District school

• Two are CHUH alumnus

Partners & Community Members –

General Background Information

A total of 18 stakeholders participated in the small group facilitated discussions: 11 representing District

community partners and 7 with a mix of community affiliations and District connections. Below is the general

background information they provided:

Mixed Community: (n=7) (only 6 provided background)

• Community affiliation:

• Work for private sector business (3)

• Works for public sector entity (1)

• Works for public & private sector entities (1)

• Not currently working, resident (1)

• All but one have partnered with the District

• One has children that currently or previously attended a

District school

• None are CHUH alumnus

• Current city of residence:

• Cleveland Heights (7 years)

• University Heights (20 & 25 years)

• South Euclid, Shaker & Cleveland


103

Large Community Gathering: (n=39) (only 32 provided background)




• Community affiliation (check all):

• Parents (26)

• Alumnus (13)

• Resident Cleveland Heights (25)

• Resident University Heights (6)

• Resident South Euclid (0)

• Local Business Owner (3)

• Local Non-profit (6)

• Work for partner organization (5)

• # With children currently in grades (check all):

• Pre-K: (0)

• Elementary: (9)

• Middle School: (8)

• High School: (13)

• Post High School: (7)

Large Community Gathering –

General Background Information

A total of 32 community members provided background information at the large facilitated discussion. Below

is the general background information they provided:

• Parents currently had at least one child in the following

District buildings:

• CHHS

• Monticello / Roxboro Middle

• Boulevard / Canterbury / Fairfax / Oxford / Roxboro

Elementary

• While no parents currently had children

attending Noble, one had children that had

attended previously


104

Appendix B: Additional Group Comments


So many different types of people in public education; students learn from each other’s cultures – Large Group

Our diversity defines us in ways that are positive and negative – Large Group

Social economic issues are pervasive in our community, sometimes have an impact on our ability to function in our roles-something

we should look at as a core of what is going on in our system – Large Group

Give our students world class opportunities and celebrate them – Large Group

Every student counts – no one can be invisible – Large Group

We are rich in resources, programs, support, passion, pride, knowledge, culture – there are pros and cons to that – Large Group

Opportunities for students to showcase capabilities, arts, academics and athletics – Large Group

Expert level teachers who have buy in and help kids get there – Large Group

One thing we are rich in is our social relationships underscore a sense of community among our students, real value that can’t be

found other places – Large Group

Early college – for encouraging kids to go to college who might not normally go – Large Group

Neighborhood schools create a sense of community – Large Group

Arts have been my daughter’s saving grace – music was incentive for her to do well, stay on top of everything else so she could do

what she loved (music). She knew that she was not able to go to MSSP if she was not on top of stuff in class – CHUH Parent

Diversity of community our schools reflect that – not a ‘football’ district – not a one thing to the detriment to everyone else – CHUH

Parent

In these schools my kids feel like they can be whoever they want to be – don’t have to pretend to be rich or like football and they are

who they are and still fit in – CHUH Parent

When not tearing them apart, neighborhood schools. Three kids on our street went to 3 different schools based on the assessment

they got – CHUH Parent

Never seen this level of parents in buildings at all times, where parents are told ‘you need to go home.’ Very invasive. Don’t parents

trust what’s going on in buildings unless they are there providing supervision? Do they stop going when the kids get a little older? –

CHUH Parent

Heights does have the music and arts - you will not get that at other places. But you will not get the IB you get at St ED’s or the

community service you get at Ignatius –Non-CHUH Parent




Continued…

Don’t think students having taken one college course is important, why? It bothers me, needs to be defined better –Non-CHUH

Parent

Open, at least to JCU, idea of plugging students in for teaching and student teaching and observation, they see it as a true

partnership –Community Partner

Passion and energy in district I don’t see elsewhere, make it fun to work with them –Community Partner

Lot of good teachers, committed, care – can’t always say that in all districts I work in –Community Partner

Minority district but diversity in class and interest that you don’t experience in many other places –Community Partner

Amazing kids – not entitled; not like other students that I service – unique and kind and giving and world minded people, they are

astounding –Community Member

Parents who know how to navigate the district – those kids get a high quality education and are ready for life –Community Member

Experiencing what many larger, urban districts deal with - need to find a way to keep students here –Community Member

Historical legacy of success – enduring legacy of students success –Community Member

HS lots of kids allows us to provide more services and range for students – comes from having so many students – small private

school might be great but they are not getting the same diversity of people and experience I get – Student

Considered (going to a) private (school), one thing that kept me here: large sense of community here – surrounding community,

business, people who live here, care about us and the schools – Student

Community bond – like what we are doing here, have respect for each other, get along well, come together and we can be honest –

Student

CH has a reputation as being an inclusive community, look at makeup of school and does not match our residential population, try to

be everything to everybody and not sure we do that well – can’t focus on what’s important – starts with high quality education – need

to engage kids and connect them with an adult that likes them and wants to help them be successful – resiliency – Staff/Admin

Giving new teachers support that you need, other places don’t do that - Teacher

PD opportunities – offered, not sure that people apply it properly, get support to implement – but opportunity to grow is here -

Teacher

We are innovative – but we don’t stay with it long enough to yield rewards – always cutting edge though - Teacher




Continued…




Have to teach students that success is a process, a progression, to help them believe in themselves – Large Group

Good social skills, people skills – being able to work together, how to handle different types of people – Large Group

Understand their role in being a productive member of society – citizens – Large Group

Children who are under and over achieving who find themselves engaged in process of learning, hungry to learn – Large Group

Has a sense of belonging, comfortable in their own skin – Large Group

Want to see success for a student who has disability and take it beyond food service, flowers and sanitation – Every child can

excel, maximize their potential – CHUH Parent

Be respectful of students. We know respect through successful interactions, that’s how we learn – CHUH Parent

Talk one to one – have those interpersonal conversations instead of just talking down to students – CHUH Parent

Part of school experience is learning how to socialize in the real world, not just a select world. Potential here to learn how to do

that successfully – CHUH Parent

When they are excited and show enthusiasm about what they doing – excited, talk about it they are engaged – CHUH Parent

All they talk about is tests – daughter reads at the highest level but still she was very stressed because she thought she might

not meet a reading requirement – Not so sure we’ll continue in district. I think it’s a different paradigm now – with the younger

grades – CHUH Parent

Kids being accountable to themselves and their responsibility for learning – Non-CHUH Parent

Character, morality – be able to try hard and know if you are always trying hard, working hard you will have success – take the

bull by the horns and go after it, don’t expect people to do it for you – then when you reach problems you can take care of them

– Non-CHUH Parent

Resilience – at HB that’s a big thing, teaching kids not to fall apart over the smallest thing – Non-CHUH Parent

Ready to compete against the very best wherever they go, to be totally ready – Non-CHUH Parent

Emotional intelligence, well-being – being able to handle challenges that school setting brings not only in primary years but post-

graduation, being able to handle success and challenges – Community Partner

Empower students to feel that their actions do matter – Community Partner

Develop sense of self and their place in the world – awareness of ones talents, areas for growth, sense of place in the world –

Community Partner

Continued…




Help students and parents develop those large goals but help them break it down into small steps, big goals but have no

idea how to get there – Community Partner

Able to go on to secondary education with skills and background to put them in a good place. Not starting with Math 101 –

or whatever their trade is – Community Member

Skill sets to compete when they get out of college – skills and confidence to compete – Community Member

Learning how to learn in new situations– your surroundings will always change – ability to adapt to that, based on my

experiences I can take these steps to figure out what to do in those new situations – Community Member

Be able to come away from HS, take away fundamentals of knowledge, being with friends, gaining from peers, learning

social skills – Learn and build on your basis of knowledge you enter with – Student

Success is kids who are excited to come to school – good sense of self, confidence – also have a vision, no matter what the

next step is – Staff/Admin

Community minded and civic active – create buy in to community – might find classroom more relevant to them –

Staff/Admin

Gauge student strengths –Not something they are really thinking about so we need to push them to the resources that they

need to determine what their strengths are – narrow down interests – Staff/Admin

Open up lanes – find where are kids are – we try to push them down the road too early before we know where they are at.

More time on this in MS. By HS they have to narrow their decisions– Staff/Admin

They want you to give them the info and they don’t want to think about it - don’t want them to be a passive vessel –

Staff/Admin

Critical thinker – and being able to self-asses and reflect be in touch with their own needs, when they recognize a deficiency

they know where to go for help. Can problem solve – Staff/Admin

HS more ways for kids to be involved, reduced but at MS nothing – Have to be able to work collaboratively – Staff/Admin

They have to be engaged – everything about kids has changed – the way they learn, etc. – Staff/Admin

Continued…


Importance of State and Local Performance Measures (Illustrative Quotes)


Not important to me, not big on the excessive standardized testing being shoved down our throats now - Parent

Not sure important but the effect makes them important – if we just got rid of them my house might double in value -

Parent

Don’t think scores are accurate enough, some test well, some don’t - Parent

More information by talking to other school personnel or other partners – big on partnerships e.g., what’s your

experience with teachers in this school, if there is an issue how do they deal with it. When you look at ratings, there

are lots of other factors that are in place there that are largely beyond their control (e.g.,. renters in and out) – Non-

CHUH Parent

Young families looking at that report card, for good or for bad impacts community – Community Partner

If you rate people on things they are not good at they will not succeed – Community Partner

If you look at report card Shaker at lower end but their PR people are fantastic – nationally known – Community

Member

Hard conversations as a community they need to have – it’s a perception of young African American males –

Community Member

They only see a sheet of paper, don’t see anything that went on behind that – Student

I know it affects other things I believe in – they take away from the other things that we care about - Teacher

More effective engagement of parents and residents

Friendlier buildings, where people feel welcomed and greeted when they arrive

Leadership – that shares power and unites, shared ownership, transparency & empowerment

We need a true deep focus on equity, ensuring that we have the same offerings and environments for all

students at every building - turn Roxboro into 5/6 and Monticello into 7/8 and then everyone in the District goes

based on grade, not home location

SGORR (a program at Shaker that matches older and younger students together, across racial and economic

lines – a mentoring programming)

Creating an environment that is totally about respect – need to deal with how fear is driving education and our

community at this point – got to get it (fear) out of there

Building community partnerships at ES and MS level as well, not just HS

Strengthen transition between MS and HS (more like ES to MS)





Large Group participants conveyed…

Continued…





District stance on inequality – having a transfer policy for people to get into Roxboro – they need to just make all the

schools equal and then deal with white people leaving – Roxboro gets what they want because of squeaky wheels -

Parent

Despite the fact that we are very diverse we are a very segregated district. Not so much as community, but

segregation around who is benefiting getting services at top, middle and bottom - Parent

Where I live is not where we attend school. Geographic issue is a very dirty secret, north Noble and Oxford get next

to nothing and those on south get way more - Parent

If every child was treated as equal – and that’s not happening right now. Have ES in district that has a full-time gifted

teacher and then others share one between many schools - Parent

Inclusion beyond for just inclusion sake, send my kid to class even though they are not teaching to my child, what

child needs - Parent

Want kids to know community service – you graduated here you live here you come here and you give back to your

community - Parent

Our responsibility to teach these kids how to be engaged – if you go through life never engaged then you never

learned how to be engaged – Give HS and MS kids a way to be engaged at lower ES level - Parents

Focus on what is going well – brag about the solutions - Parent

Distinguish fact from fiction - Parent


Continued..

Continued…





More in-depth information about what fuels the perceptions about the community, is it just perception or is something

really going on. If only 60% of kids here pass a test but 90% over here pass, that’s not just perception - Parent

Have to make parents feel warm and welcome, you have to have a relationship with the parents - Parent

Take the small school program – I can’t get any info on why it failed and what’s taking its place – Non-CHUH Parent

You can get what you want out of CHUH but not everyone is going to get the same thing – Non-CHUH Parent

Perception with the school is top 20% it’s great for them and bottom 20% it’s great for, but the 60% in the middle get

lost. – Non-CHUH Parent

Hit nail on head for why I am not in CHUH – don’t want him to have to try to contend with those kinds of distractions

when I can make a choice for him to be in a supportive diverse educational environment – Non-CHUH Parent

Had been a culture of top down initiatives; Faculty wanted what we were doing and then admin pulled it –

Community Partner

Sounds like there are efforts around communication that might be helpful for district – breakdown between admin

and faculty and then those who want to provide services – Community Partner

Have to ignite young people, show people they belong – Community Member

Give them a sense of ownership, connectedness – Tiger Nation extends beyond the school boundary - Students

can’t do what they don’t know – they need to see people as partners – Community Member


Continued..

Continued…


More communications before they start doing new things - Student

More than just communication – if you tell me, what if I don’t agree with what you tell me? We need a say - Student

I find teachers invite our opinions and engage us – Student

Lot of amazing relationships with teachers that are great, help me in and out of school – very few I don’t like - Students

No immersion – when in untracked class, gym, health, been the only white in my class a lot, and then in AP only one

black person - Student

Not sufficient understanding, if you get pigeonholed it’s not easy to break out of the track that you are put into - Student

Where are the resources going? Going to people who need them or to people who can get those resources at home.

It’s treated hush, hush - Student

Communication – do well communicating to community, sometimes I get info there as district employee that I don’t get

at work – INTRA communication needs to be improved – red flag that I get info there instead of work – Staff/Admin

Bring community into school building – don’t do a good job of this (e.g., adult education programs in evening that take

place there at night, or walk track, swim at pool, etc.) – Staff/Admin

Vertical collaboration – big disconnect between 3 levels – Teacher

Communication – among all – we have more things in common than differences parents, teachers, students,

community, if we open this up as a community based approach to make our kids even if they don’t go to school in

district, make kids and community safe and successful - Teacher

No cohesion – HS all 5 principals says something different about the same thing - Teacher

Continuity - stick to it - Teacher

Quotes from Students, Teachers, Staff/Admin:


(Illustrative Quotes)

What would strengthen a sense of camaraderie, respect and culture of collaboration among different constituencies such as students and teachers, parents and school leaders/teachers, teachers


Continued…





Take advantage of what we already have – Large Group

We have lots of resources for kids to go to for academics, or mental health, need to broadcast

resources to kids who are outside of school to have bigger impact on students’ lives, need to show kids

not to be afraid of those (available services) – Large Group

Don’t just serve students in building during school hours but be a community center – Large Group

Library, gymnasium, pool – (open up for) usage by community – Large Group

Services need to be in the building, accessible and immediate – Large Group

Need to embrace resources we see making a difference in urban communities - Parent

Hear kids wonder out loud in HS classrooms why can only 3 of us go into CVS at once, Wendy’s as

well. Has to be more than just the library that says we are proud of you, you belong to us and we are

happy to have you here. Hurts there psyche when they hear you are not wanted, you are going to do

something bad - Parent

Totally against trying to be more than a school district. Already have free breakfast/lunch – focus on

being a strong district – concerned about doing another thing that is a distraction – Non-CHUH Parent

Districts role as a holistic center – but they can’t spread themselves too thin – Non-CHUH Parent

These programs only seem successful when they are parent driven, can’t be school driven – Non-

CHUH Parent

Continued..





Like idea of wrap around being in the building or a central location – Community Partner

Need leadership communications and follow through– Community Partner

From standpoint of creating buy in – notion of opening schools to be a community resource – even if I

don’t have kids in schools I can be welcomed there, or participate there – Community Member

If you go through the security entrance though it can be intimidating – Community Member

Schools have responsibility in the end – it’s not just reading that they need to teach and kids suffer

because this stuff is not being taught – Community Member

It does not look inviting for parents to come in – campuses should look inviting. When you have kids

sitting in front of door – drive past 60 kids sitting there and walk in there and not all the kids are the best

behaved - Teacher

It always comes down to more money - Staff/Admin

Give kids opportunities to be students – dealing with so many life issues, they forget to just be kids and

learn what it means to grow up – so many have adult responsibilities already - Teacher

Way to rally round students instead of linear discussions: teacher-parent then student-teacher, then

parent-student, etc. - Teacher

If this is done the right way, numbers will increase in district - Staff/Admin

School buildings should be a hub of community - Staff/Admin

Continued..

Other suggested partnerships and comments:

Learning disability assessors, ADD ADHD

Children’s Advocacy group – not well advertised

Cleveland Hts. Community - Grass roots org committed to youth leadership

Coats for kids

Daycare

Gardening groups (get kids outdoors)

Help families who are isolated

HHS

If I don’t feel good about me or myself I will shut down – emotional stuff for kids is important too

Jane is great – need more people like her to be involved

Mandate community service, at many creative levels

Markers - Spaces to make things

Mentorship programs for K to 12

Ms. Hentry Bell

Nursing homes for intergenerational learning (Homewood?)

Parent liaison in each building

PTA

Refugee Services - EST, Community / cultural resources for immigrant families

So many scholarships that we are not aware of, they should do more to let us know what is out there, we don’t know about half the stuff going

on

They should explain clearly to parents and residents of preschoolers what financial help they offer to lower income families. For preschool

programs (such as scholarships) financial / education is needed definitely.

Vertical Partners within our district – MS kids come back to ES to help tutor - Easy to do, could happen

What is the list of partners that they work with? – They need to communicate better about who they are already partnering with

What the community indicates it needs BEFORE deciding what programs to develop

Wrap around services are essential

Youth leadership and development programs along with arts and music programs


With Which Community Partners CHUH Should Work to Provide Services (Other)

With whom should CHUH partner (more closely) in the future – and for what reasons?

Group participants identified…

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